Enhancing Political Theory Education Through Digital Transformation: An Educational Technology Framework for Vietnam's Provincial Political Schools

Enhancing Political Theory Education Through Digital Transformation: An Educational Technology Framework for Vietnam's Provincial Political Schools

Article Number: e2025578 | Available Online: December 2025 | DOI: 10.22521/edupij.2025.19.578

Ngo Thi Huyen Trang , Phuoc Tai Nguyen

Full text PDF | 509 | 199

Abstract

Background/purpose. The research was conducted to explore how digital transformation can enhance LLCT teaching quality by integrating advanced technologies, improving interactivity, and fostering critical thinking among cadres. The main purpose is to analyze the necessity, current status, challenges, and solutions for digital transformation in LLCT education, aiming to develop a modern, dynamic cadre force capable of addressing contemporary governance issues.

Materials/methods. The study employs a qualitative research design, integrating document analysis, case studies, and expert interviews. Primary sources include national policies like Decision 749/QD-TTg and Resolution 52-NQ/TW, alongside local policies and reports from provincial political schools in Phu Tho, Ha Tinh, Quang Ninh, and Binh Dinh. Case studies examine digital platform usage and outcomes in these schools, while expert interviews provide insights into practical challenges and solutions.

Results. The findings highlight that digital transformation enhances LLCT teaching through interactive platforms (e.g., Microsoft Teams, Zoom) that foster engagement, real-time discussions, and practical application of ideological concepts. Schools in Phu Tho, Ha Tinh, Quang Ninh, and Binh Dinh have adopted digital tools, with successes like online classes and smart classrooms. However, challenges include inadequate IT infrastructure, particularly in rural areas, uneven digital competencies among lecturers, limited LLCT-specific digital resources, and cybersecurity risks. Proposed solutions involve infrastructure upgrades, lecturer training, blended learning models, and policy incentives to ensure sustainable digital adoption.

Conclusion. Digital transformation is a pivotal strategy for modernizing LLCT teaching in Vietnam’s provincial political schools, shifting from traditional to interactive, practice-oriented methods. It enhances knowledge delivery, fosters critical thinking, and equips cadres for modern governance challenges. Despite significant progress, overcoming infrastructure limitations, enhancing digital skills, and developing robust digital resources are essential for sustainable transformation, aligning LLCT education with Vietnam’s vision for a digitally adept cadre force.

Keywords: Digital transformation, political theory education, provincial political schools, blended learning, educational technology, Vietnam

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