Purpose This study aims to examine the quality assurance (QA) landscape of Vietnam’s legal education through a content analysis of institutional and program-level accreditation reports from 4 law universities and 83 law programs. Design/methodology/approach The analysis encompasses 87 resolutions based on national accreditation data up to February 28, 2025. Data were analyzed statistically using Excel to evaluate accreditation scores and met/unmet criteria or standards, while MAXQDA 2020 facilitated qualitative analysis. NotebookLM and ChatGPT provided support for data extraction and triangulation. Findings The results reveal a systemic transition from content-driven curricula to outcome-based education (OBE) models, emphasizing constructive alignment, stakeholder participation and continuous improvement. However, challenges persist in OBE-aligned curriculum design, student assessment validity, faculty readiness and research integration. Practical implications Based on the findings, an implementation framework for legal education is recommended at the policy level to embed OBE principles. At the institutional level, ongoing faculty development for outcomes-based pedagogy and assessment is essential, alongside strengthening internal QA systems, data-driven management and practice-oriented learning environments. Originality/value The study contributes empirical evidence to legal-education reform in Vietnam and provides a conceptual foundation for policy alignment, institutional governance and curriculum innovation in the country’s transition toward globally benchmarked legal education.
Ta et al. (2026) studied this question.
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