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This qualitative study investigates the responses of Vietnamese English as a Foreign Language (EFL) teachers to the integration of empathical practices in tertiary education. Focusing on a sample of nine teachers from two institutions, representing novice, mid-career, and near-end career stages, the study explores their reactions spanning resistance, negotiation, and acceptance of these practices. Employing semi-structured interviews, the research is underpinned by social constructivism and Lewin’s (1951) three-stage model of change, providing a comprehensive framework for analysis. Thematic analysis revealed three key themes: the evolution of perception towards empathical practices, challenges in integrating these practices, and the negotiation of professional identity in their wake. Teachers at all career stages reported a dynamic shift in their perception of empathical practices, evolving from skepticism to acceptance. A significant finding was the universal challenge in integrating empathy into existing teaching paradigms and institutional frameworks. Additionally, the study highlighted how teachers navigate changes in their professional identity as they adopt these new practices. These findings contribute to the discourse on empathy in education, emphasizing the complexities of organizational change in educational settings. The study underscores the need for context-specific professional development and systemic support for empathical practices in teaching.
Hieu et al. (Mon,) studied this question.