The 2018 General Education Curriculum in Vietnam represents a significant shift towards competency-based education, requiring high school geography teachers to adapt to new pedagogical approaches, curriculum structures, and assessment methods. This study examines the readiness of high school Geography teachers to implement the curriculum, focusing on three key factors: knowledge, skills, and institutional support. Using a mixed-methods approach, the study collected quantitative data from a survey of 205 high school Geography teachers across 36 provinces and qualitative insights from open-ended responses. Findings indicate that while teachers recognise the importance of curriculum reform, their levels of preparedness vary. Specifically, 59.5% of respondents reported that professional training improved their subject knowledge, while 63.9% believed their pedagogical skills played a critical role in their adaptation. Additionally, 62% emphasised the importance of institutional support, including access to teaching materials, professional development, and infrastructure. Despite these positive indicators, challenges persist. Teachers highlighted inconsistencies in textbook content and difficulties aligning different instructional materials, complicating lesson planning. Whilst the new curriculum promotes student-centred learning and digital integration, many educators felt inadequately trained in these areas. Furthermore, disparities in resource availability between urban and rural schools present significant obstacles, with rural teachers facing limited access to technology and supplementary teaching materials. Additionally, the increased flexibility in lesson planning places greater demands on teachers, particularly those unfamiliar with competency-based education. The findings suggest that while Geography teachers exhibit foundational readiness for curriculum implementation, further support is required. Recommendations include refining teacher training programmes with a stronger emphasis on digital pedagogy and alternative assessment methods, ensuring greater consistency across textbooks and educational materials, and improving access to professional development opportunities. Strengthening institutional support and resource allocation will be crucial in facilitating an effective transition to the new curriculum. Ultimately, addressing these challenges will enhance instructional quality, support teacher confidence, and contribute to the broader success of Vietnam’s educational reform.
Le et al. (Sat,) studied this question.