Developing University Lecturers’ Digital Pedagogical Competence in Vietnam

Abstract

This article examines how selected Vietnamese evidence can inform the development of university lecturers’ digital pedagogical competence. A targeted narrative review draws on 19 documents, including five local empirical studies, and compares competence profiles, assessment readiness, and conditions for application. DigCompEdu organizes the proposed tasks; TPACK provides a supplementary explanation of pedagogical choices. The studies identify differentiated needs, uneven readiness dimensions, and constraints on applying technology, with limited independent performance evidence. The synthesis proposes a development cycle connecting diagnosis, supported practice, artifact review, and feedback. Its operational contribution is an explicit link between each component’s evidence basis, a course task, a support responsibility, and review evidence, extending the implementation focus of earlier Vietnamese proposals. Empirical findings, conceptual responsibilities, and author-designed applications are distinguished in the framework matrices. Purposive selection, disciplinary concentration, and single-analyst interpretation limit the review. Institutional pilots are proposed to assess the framework’s feasibility and usefulness before testing effects on teaching and learning