This study proposes a new research design, combining duoethnography and photography into a trioethnography that opens an artful lens through which educational changes, emerging and unfixed problems, and unexplored/unseen values and hopes were examined. Central to this trioethnography was voices of three Vietnamese doctoral students with transnational experiences in Canada and Australia, around three educational topics: researcher positionality, education inequity, and mindfulness in relation to the global crisis within and beyond higher education contexts. Living transnationally in these insecure and rocky times of a pandemic gives us a unique opportunity to contemplate the global educational shifts, moves, and changes in and after the crisis. We formed our discussions in the three circles of the Indigenous approach, in which we shared cultural artifacts, such as photographs, and used them as the catalysts for personal and interactive reflections. Taking up the spirit of duoethnography, we have seen that findings might be emerging from our dialogues and discussions; we gathered three different voices of contemplative educators to juxtapose our diverse perspectives and experiences of how education is changing, evolving, and shifting significantly amidst the COVID-19. In this process, we have shown efforts in progressing the traditional methodological practices of duoethnography through our trioethnographic conversations. Within the back-and-forth conversations, we have seen multiple facets of our narrative experiences through photographs, including personal sophisticated emotions, struggles, hopes, and losses.

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.