In 2019, Ho Chi Minh City has a total population of 8.99 million with GRDP around 6.021 USD/year [1]. Given the population size and the above GDP level, the electricity consumption demand for production and living purposes in the City was 83 million kWh per day in 2019 [2]. With high electricity demand, it must have developed the rate of renewable energy supply. And in Tan Binh district area, the population is considered quite high and is one of the economic development areas of the city. In Ho Chi Minh City, the sufficient supply of electricity is the top concern. And Tan Binh district is one of 24 districts belong to Ho Chi Minh City with crowded residential and industrial parks, that also has 1-2 houses applying solar energy. In there, solar energy is developing with industrial scale in many enterprises. So, this research was initial survey the potential using solar energy for household and the challenges of resident in Tan Binh district about applying solar energy for their home. According this study, now there is 1 house using and rating positively about solar energy combine national power grid. Around 92% people (1,500 interviewers in 15 wards) think that using solar energy is potential applying in their home because it gains the economic efficiency for reducing electricity fee. But it’s only 23% household interested in using solar energy in their house, when 50% citizens unsure about that. As the results, the factors effective their decision are the policies support from national government about using solar energy and the increasing of electricity bill. It’s a point for encounrage the applying solar energy in household scale in Ho Chi Minh.

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence.   Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022