The good implementation of social responsibility by businesses not only helps the bank to develop sustainably but also contributes to the sustainable development of society. This research aims to investigate the relationship between social responsibility and commercial bank performance in Vietnam, specifically, to determine the magnitude and trend of factors' impact on profitability. Then, provide implications for solutions to strengthen the bank's social responsibility initiatives while also increasing the bank's profitability. The research investigated the impact of corporate social responsibility on bank performance in Vietnam by collecting secondary data from 17 banks listed on two exchanges, HOSE and HNX, from 2015 to 2020 in Vietnam. The findings show that most banks in Vietnam are giving more and more attention to corporate social responsibility activities, with all banks paying special emphasis to human resource activities. Quantitative research results have shown that bank performance is related to financial leverage, bank size, and social responsibility activities related to human resources. Three groups of related solutions have been proposed to increase the bank's performance from the research results. The research novelty lies in the relationship between corporate social responsibility and bank performance of listed banks.

During the COVID-19 pandemic, it was necessary to implement online courses so that teaching and learning would not be interrupted. While online courses cannot replace traditional forms of learning, this form of teaching and learning has been and is the most effective solution. How to effectively teach and learn online is still a question of interest to many. The study aimed to determine the relationship between factors that promote learner satisfaction and e-learning outcomes among online learners of nine private universities in Ho Chi Minh City, Vietnam, from the learner's perspective. Because the model has an intermediate variable, the PLS SEM method is used. The study used the technology-mediated learning (TML) approach. Independent variables in this study include student motivation, student self-regulation, teacher-student dialogue, student-student dialogue, activities, course structure, technology quality, and LMS tools and features. The dependent variable in this study is e-learning outcomes. Research shows that student-to-student dialogue, course structure, and technology quality have a positive and significant impact on learner satisfaction. The results also show that learner satisfaction correlates with learner outcomes. From the research results, we have proposed some solutions, such as teaching platform, accuracy in course design, selection of software and teaching aids. This research offers a new understanding of the relationship between learner satisfaction and the learning effectiveness of online education at private universities, and contributes online education solutions suitable for new conditions in Vietnam.

This study aims to investigate the influence of credit risk on bank financial stability of Vietnamese commercial banks, understanding the impact channels and patterns of Vietnamese commercial banks in particular by proposing implications for solutions to reduce credit risks and promote financial stability for banks. We employed the POOL, FEM, REM, GMM techniques, and Monte Carlo approach and used secondary data collected from 2005 to 2019. The findings reveal a direct relationship between bank credit risk, profitability, and bank financial stability, as well as a partly indirect association. The above suggests that bank credit risk and bank profitability can explain the stability of the Vietnam commercial banking sector. In the first step, we examine the relationship between bank credit risk and bank profitability. The findings reveal that size and previous period profitability positively affect bank profitability, while non-performing loans, loan loss provision, non-interest income, efficiency, and bank credit growth positively correlate with bank profitability. Bank profitability does not affect bank credit risk. In the second phase, we examine the effects of bank profitability on bank stability. Regression results demonstrate that previous-period profitability and bank stability impact current-period bank financial stability. We test the impact of bank credit risk on bank financial stability in the third step, and the results suggest that non-performing loans, non-interest income, loan loss provision, and prior bank stability positively impact current bank financial stability. This study offers a new understanding of the channel's effect of credit risk on bank financial stability. The results indicated that the credit risk had a direct and partly indirect impact on bank financial stability.

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Online education is an inevitable trend in the era of digital transformation, but effective implementation is not easy. This research was conducted to understand the relationship between interaction and the perceived progress of online learning, under the mediated effect of satisfaction. Data was gathered from 223 full-time learners at nine universities in Vietnam, using Google Forms. Since the study had a mediating variable, the partial least squares structural equation modeling (PLS-SEM) method was used. The results show that learner–lecturer interaction, learner–learner interaction, and learning content have positive impacts on online learning satisfaction. The findings of this study reveal that satisfaction has a positive influence on overall progress, which means that, as satisfaction increases, perceived progress in online learning interaction increases as well. Based on the findings, the authors suggest using the flipped classroom model to increase the interactivity and effectiveness of online teaching. This study sheds new light on the relationship between interactions and perception of progress in online education at private universities in Vietnam's southern region.