DEVELOPING AND USING DIGITAL LEARNING RESOURCES IN TEACHING NATURAL AND SOCIAL SCIENCES AT THE PRIMARY LEVEL: A SURVEY STUDY IN THAI NGUYEN PROVINCE, VIETNAM

Hang Nguyen Thi Thu, Phuong Cao Bich

Abstract


Digital transformation in education has emerged as an inevitable trend in improving the quality of teaching and learning. Particularly, in the context of Vietnam’s 2018 General Education Curriculum, the integration of digital learning resources (DLRs) into teaching has become an urgent requirement to foster students’ competencies and qualities. This study investigates the development and use of DLRs in teaching Natural and Social Sciences at the primary level, focusing on grade 3 in Thai Nguyen province. Employing a descriptive survey design, data were collected from 118 teachers and 160 students through questionnaires, interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative insights were obtained from interviews and observations. Findings reveal that most teachers acknowledged the importance of DLRs; however, challenges such as limited time, inadequate facilities, insufficient funding, and teachers’ technological skills hindered their effective use. Meanwhile, students demonstrated a highly positive attitude, affirming that DLRs made lessons more engaging and easier to understand. The study also proposed a number of measures for designing and using DLRs in primary education to enhance interactivity, motivation, and self-learning ability. These results highlight the critical role of DLRs in modernizing education and provide practical recommendations for policymakers, schools, and teachers to optimize digital resource integration.

 

Article visualizations:

Hit counter


Keywords


digital learning resources; natural and social sciences; primary education; digital transformation; teaching innovation

Full Text:

PDF

References


Ministry of Education and Training, “The General Education Program,” Hanoi, Dec. 2018. Accessed: May 06, 2025. [Online]. Available: https://moet.gov.vn/content/vanban/Lists/VBPQ/Attachments/1483/vbhn-chuong-trinh-tong-the.pdf

K. H. Huang, “LNCS 4564 - Integrating Digital Library Resources in Elementary School Classrooms – A Case Study of Social Study Instruction,” 2007. [Online]. Available: http://www.ndap.org.tw/Introduction/

Z. Yerahmetkyzy, K. Shyryn, T. Kulgildinova, A. Lazzat, A. Yerlan, and I. Ulbala, “Teaching children’s literature to school children through digital educational resources,” World Journal on Educational Technology: Current Issues, vol. 14, no. 5, pp. 1332–1342, Sep. 2022, doi: 10.18844/wjet.v14i5.8093.

V. I. Marín, “Accessibility and Usability in the Development of Digital Educational Resources: The Case of MfM, a Platform for Teacher Training,” International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1547–1553, 2025, doi: 10.18178/ijiet.2025.15.8.2356.

P. Sá and A. V. Rodrigues, “The DBR Potential for the Development of Digital Educational Resources for Education for Sustainability,” New Trends in Qualitative Research, vol. 20, no. 4, p. e1122, Oct. 2024, doi: 10.36367/ntqr.20.4.2024.e1122.

I. Maryani, S. Latifah, L. Fatmawati, V. Y. Erviana, and F. N. Mahmudah, “Technology Readiness and Learning Outcomes of Elementary School Students during Online Learning in the New Normal Era,” Pegem Egitim ve Ogretim Dergisi, vol. 13, no. 2, pp. 45–49, 2023, doi: 10.47750/pegegog.13.02.06.

S. Ghavifekr and W. A. W. Rosdy, “Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools,” International Journal of Research in Education and Science, vol. 1, no. 2, p. 175, Mar. 2015, doi: 10.21890/ijres.23596.

J. Knox, “What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice,” Postdigital Science and Education, vol. 1, no. 2, pp. 357–370, Oct. 2019, doi: 10.1007/s42438-019-00045-y.

O. Blyznyuk, “Current Experience in the Use of Digital Educational Resources: Future Primary School Teachers’ Training,” Journal of Vasyl Stefanyk Precarpathian National University, vol. 11, no. 3, pp. 91–98, Sep. 2024, doi: 10.15330/jpnu.11.3.91-98.

G. M. Dos Santos, H. de C. S. Casarin, C. C. de Almeida, and M. Lucas, “Use of digital educational resources by educators in the early grades of elementary school,” Perspectivas em Ciencia da Informacao, vol. 27, no. 2, pp. 355–376, 2022, doi: 10.1590/1981-5344/40006.




DOI: http://dx.doi.org/10.46827/ejes.v12i11.6283

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Hang Nguyen Thi Thu, Phuong Cao Bich

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).