Enhancing Self-Directed Learning in Natural Science: Insights from Secondary Teachers in Can Tho City, Vietnam
DOI:
https://doi.org/10.5281/zenodo.17549073Keywords:
Current status, Educational reform, Natural Science education, Self-directed learning, Student autonomy.Abstract
This study explores the current status, influencing factors, and potential solutions for developing self-directed learning (SDL) competencies among junior secondary school students in Natural Science education in Can Tho City, Vietnam. A qualitative survey involving 30 Natural Science teachers was conducted using open-ended questions, and data were analysed through thematic analysis. Findings revealed that 70% of teachers recognised positive aspects of students’ SDL, particularly in exploration and application (26.7%) and self-study skills (20%), although 26.7% reported student dependency on teacher guidance. Influencing factors included foundation knowledge (30.8%), learning motivation (30.8%), and multifaceted environmental conditions (43.3%). Proposed strategies emphasised experiential learning (25%), teacher guidance (25%), and family–school collaboration (14.3%). The study emphasises the importance of integrated, student-centred approaches to enhance self-directed learning competencies, thereby supporting Vietnam’s ongoing educational reform and promoting greater student autonomy in Natural Science education.
References
Arcoverde, Â. R. d. R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of natural sciences and mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexão e Crítica, 35, Article 1. https://doi.org/10.1186/s41155-021-00203-x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications. https://elib.vku.udn.vn/bitstream/123456789/5123/1/2013.%20Qualitative%20Inquiry%20And%20Research%20Design%20Choosing%20Among%20Five%20Approaches%20%283th%20Edition%29.pdf
Dao, V. H., Nguyen, M. D., & Pham, T. H. H. (2025). Developing self-learning skills in higher education in Vietnam: A survey of current practices and proposed solutions. Nurture, 19(1), 38–53. https://doi.org/10.55951/nurture.v19i1.944
Hew, K. F., Law, N., Wan, J., Lee, Y., & Kwok, A. (2016). Self-directed learning in science education: Explicating the enabling factors. Proceedings of the International Society of the Learning Sciences. Singapore. https://doi.org/10.22318/icls2016.88
Huynh, T. T. D., Dinh, M. Q., & Nguyen, Q. T. (2023). Thực trạng dạy học môn Khoa học tự nhiên của giáo viên trung học cơ sở ở vùng đồng bằng sông Cửu Long [Teaching natural science by secondary school teachers in the Mekong Delta]. Dong Thap University Journal of Science, 12(6), 22–29. https://doi.org/10.52714/dthu.12.6.2023.1112
Kan’an, A., & Osman, K. (2015). The relationship between self-directed learning skills and science achievement among Qatari students. Creative Education, 6(8), 790–797. https://doi.org/10.4236/ce.2015.68082
Li, H., Zhu, S., Wu, D., Yang, H. H., & Guo, Q. (2023). Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis. Education and Information Technologies, 28(10), 13485–13504. https://doi.org/10.1007/s10639-023-11760-2
Luu, V. T. (2024). Developing a team of natural science teachers in lower secondary schools in Vietnam to meet the requirements of fundamental and comprehensive educational reform. European Journal of Education Studies, 11(11), 867–878. https://oapub.org/edu/index.php/ejes/article/view/5696/8327
Mai, V. A., Nguyen, C. Q., Duong, N. T., Tran, M. Q. T., & Le, H. H. (2025). The impact of teaching strategies in blended learning on students’ self-directed learning capability at Hanoi University of Science and Technology. Vietnam Journal of Education, 9(1), 85–98. https://doi.org/10.52296/vje.2025.434
Nguyen, P. L. (2024). Vietnam’s STEM education landscape: Evolution, challenges, and policy interventions. Vietnam Journal of Education, 8(2), 177–189. https://doi.org/10.52296/vje.2024.389
Nguyen, T. H., & Do, H. T. (2024). Thực trạng dạy học tích hợp môn Khoa học tự nhiên ở trung học cơ sở và đề xuất một số giải pháp trong đào tạo giáo viên [The current situation of integrated natural science teaching in secondary schools and proposed solutions in teacher training]. Tạp chí Giáo dục, 24(18), 47–52. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2450
Nguyen, T. H. N., Do, T. T., Pham, T. H., & Nguyen, T. P. N. (2025). Identifying key factors influencing learning outcomes in natural science subjects among middle school students: A case study of Nam Tu Liem District, Hanoi, Vietnam. International Journal of Education and Practice, 13(4), 1502–1519. https://doi.org/10.18488/61.v13i4.4471
Pham, T. T. H., & Tran, T. H. T. (2025). Literature review of STEM/STEAM teaching in Vietnam. VNU Journal of Science: Education Research, 1–20. https://doi.org/10.25073/2588-1159/vnuer.5250
Silva, P. C., Rodrigues, A. V., & Vicente, P. N. (2024). An evaluation of the experimental science teaching program for primary education from the teachers’ perspective: An educational design research journey. Education Sciences, 14(7), 782. https://doi.org/10.3390/educsci14070782
Tran, T. T. H., Nguyen, Q. L., Do, H. T., & Ngo, T. T. (2025). Factors influencing the scientific competency of high school students: A case study in Northern Vietnam. Pakistan Journal of Life & Social Sciences, 23(1). https://doi.org/10.57239/PJLSS-2025-23.1.00290
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Thinh Quoc Nguyen, Thuan Minh Trinh, Vang Thi Kim Vo, Quyet Le Nguyen, Phuong Thi Ha Tran, Lam Thi Thao Vo, Quang Minh Din
This work is licensed under a Creative Commons Attribution 4.0 International License.