CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

Abstract

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

The Implementation of the CDIO Approach in Teacher Training Programs: The Vietnamese Case

“…For example, in Vietnamese universities, the CDIO approach assists students in meeting the educational facilities and general education teacher requirements. It promotes international integration with regards to Industrial Revolution 4.0 (Nguyen et al, 2020). There is always a need to remain progressive.…”

“…An experience that is practical is vital in the translation of the CDIO strategy standards to the non-engineering fields such as library science, business, food processing, science, and art. The CDIO framework has also been adapted to facilitate elementary and high school teacher training curricula (Hladik et al, 2017;Nguyen et al, 2020).…”

“…The investigated university started to implement the CDIO approach in its teacher training programs in 2016 for the purpose of meeting the requirements of the Fourth Industrial Revolution in Vietnamese higher education institutions (Nguyen et al, 2020). First of all, the University interpreted the twelve CDIO standards to teacher training sector (Table 1).…”

“…• Finalizing the curriculum and having it approved by the University Council of Science and Training (Nguyen et al, 2020). The University started to implement the new curricula developed according to the CDIO approach in its teacher training programs in the academic year 2016-2017.…”

A Moderated Mediation Model of the Relationship Between Primary and Secondary School Teachers’ Digital Competence and Online Teaching Behavior

“…However, the digital competence of teachers in most countries is very limited (Bossu et al, 2007;Phuapan et al, 2016;Nguyen et al, 2020). More than half teachers have never used digital information or technology in the fields of curriculum development and design, teaching resources, classroom management, providing feedback, and teaching examination, among others (Perifanou et al, 2021).…”