The rapid transformation of education in the 21st century, particularly under the influence of Industry 4.0 and the 2018 General Education Curriculum of Vietnam, requires a fundamental shift from knowledge transmission to competency-based teaching. This study investigates the factors influencing the implementation of competency-oriented Literature instruction in lower secondary schools in Ho Chi Minh City, a major educational hub of Vietnam. Adopting a sequential explanatory mixed-methods design, the research surveyed 455 respondents and complemented quantitative findings with qualitative content analysis. Reliability testing confirmed strong consistency of the measurement scales (Cronbach’s α = 0.946). Results indicate that three factor groups significantly predict teaching effectiveness: teaching methods and assessment (β = 0.415), teachers’ pedagogical competence (β = 0.320), and institutional environment and support (β = 0.188). Curriculum content and student characteristics, although important, were not direct predictors but operated indirectly through teachers’ competence and classroom practices. A notable perceptual gap emerged between administrators, who generally evaluated reform implementation more optimistically, and teachers, who expressed greater concern over practical challenges such as professional support activities, diverse teaching forms, and students’ access to new textbooks. These findings highlight the systemic and interrelated nature of competency-based teaching, where improvement in one factor reinforces others. The study concludes that the success of Vietnam’s educational reform hinges on substantive investment in teachers’ professional development and the creation of supportive school environments. The implications extend beyond Vietnam, offering insights into how emerging educational systems can effectively bridge the gap between policy aspirations and classroom realities.
Ngoc Huy Nguyen (Fri,) studied this question.