This marks the first time Vietnam has introduced a unified standard for digital competencies in the education sector. Structured around six competency domains and 20 component skills, the framework covers both teaching and management activities in a digital environment.

From using technology to designing digital learning: A central shift in the framework is moving beyond basic technology use toward the ability to design, organize and manage teaching in digital environments.

Teachers are expected to build learning experiences on digital platforms, personalize instruction and enhance interaction and collaboration among students.

Integrating technology into assessment: Digital tools are now positioned as a core part of assessment practices. Educators are required to diversify evaluation methods, analyze learning data and use insights to adjust teaching strategies in real time.

This reflects a broader transition toward data-informed education, where teaching and assessment are continuously refined through digital feedback loops.

Empowering learners through technology: The framework emphasizes the role of technology in fostering inclusive and accessible learning environments.

Teachers are encouraged to support student autonomy, creativity and problem-solving, ensuring that digital tools are used not only for delivery but also for empowerment.

Digital safety and ethics as core competencies: Beyond technical skills, the framework embeds requirements related to information security and digital ethics.

Teachers must be able to search, evaluate and create digital content responsibly, while also guiding students in managing risks in online environments.

Linking digital skills with lifelong professional development: Digital competency is tied directly to continuous professional development. Educators are encouraged to use technology for collaboration, lifelong learning and building digital learning communities.

This approach positions digital skills as an evolving capability rather than a fixed requirement.

AI introduced as a distinct competency domain: For the first time, artificial intelligence is recognized as a standalone competency area.

Teachers are expected to apply AI in both teaching and professional development, while adhering to principles of ethics, transparency, fairness and personal data protection.

A structured pathway for development: The framework defines three levels of proficiency: basic, proficient and advanced.

These levels provide a foundation for assessment, training and professional growth, allowing educators to progress in alignment with the broader goals of digital transformation in education.

Thanh Hung