Assessing the impact of digital transformation in the fundamental areas of higher education at a specific university, i.e., Hanoi University of Science and Technology (HUST) will show us the readiness for the digital university. Therefore, in this paper, we deeply analyze the characteristics of the typical model of the digital university (University 4.0) to identify the criteria to be surveyed for the assessment of the availability of HUST in digital transformation process. The analysis of survey results, thereby, discloses the effects achieved by practical implementation of digital transformation solutions at HUST. The results of this study allow us to introduce a readiness framework for digital transformation as a reference for the other higher education institutions. In addition, we can partly confirm that the trend of digital transformation is indispensable for universities in Vietnam, contributing to the improvement of higher education quality and international integration in the context of industrial revolution 4.0.

Life cycle assessment (LCA) is considered a holistic approach in evaluating the environmental impacts of a product in its life cycle. Recently, LCA method has been applied in the shipping and shipbuilding sectors. In order to provide a comprehensive LCA research in the field of naval architecture, this study uses LCA method to assess the environmental performance of a Panamax oil tanker in its whole life cycle. The ship’s life cycle including transportation activities is divided into five phases: raw material extraction & production, shipbuilding, operation, maintenance, and ship’s end of life. CML 2001 is chosen as the life cycle impact assessment methodology. GaBi software is used to obtain the life cycle emission inventory and environmental impacts. The results show the contributions of each life cycle phase to the total life cycle. Detailed emissions and environmental impacts of the ship are also analyzed. Due to huge amount of fuel consumed in ship operation, this phase dominates the emissions and environmental impact, compared with other phases. This study gives to the LCA practitioners a cradle-to-grave LCA example that could be useful for future researches in the field of shipping and shipbuilding sectors.

The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.

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