Competency-Based English Language Teaching at Local Universities in Northern Vietnam: Opportunities and Challenges in the Digital Age (AI)

Competency-Based English Language Teaching at Local Universities in Northern Vietnam: Opportunities and Challenges in the Digital Age (AI) | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Competency-Based English Language Teaching at Local Universities in Northern Vietnam: Opportunities and Challenges in the Digital Age (AI) Luong manh Ha This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6577022/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This paper examines the implementation of Competency-Based English Language Teaching (CBE) at local universities in Northern Vietnam, focusing on the opportunities and challenges that arise in the digital age, particularly in light of the influence of Artificial Intelligence (AI). In the era of globalization, there is an increasing demand for language proficiency in the workforce. Yet, local universities often face significant obstacles due to disparities in student language proficiency and the limited availability of qualified teachers. This study aims to assess the current application of CBE in English language teaching, identify the benefits for students and educators, and analyze the challenges in adopting this approach in local universities. Through surveys and interviews with faculty and students, this research highlights the unique circumstances of local universities, such as limited resources and a lack of practical engagement with foreign experts. The paper also proposes solutions for optimizing the implementation of CBE, emphasizing the need for infrastructure improvements, teacher training, and curriculum redesign. The findings contribute to the understanding of how CBE can be effectively integrated into local contexts, helping improve English language education in regional universities in Vietnam. Educational Philosophy and Theory Competency-Based Education (CBE) English Language Teaching Local Universities Northern Vietnam Artificial Intelligence (AI) Educational Challenges Figures Figure 1 1. Introduction The teaching of English at local universities in Vietnam currently faces numerous challenges, particularly in transitioning from a knowledge- and skill-based training model to a competency-based education (CBE) model. Factors such as low entry-level proficiency, lack of qualified teachers and infrastructure, and underdeveloped learning environments make the implementation of CBE particularly challenging. Competency-based education (CBE) in English language teaching refers to an approach that focuses on developing specific competencies or skills rather than solely on knowledge acquisition. The importance of this approach has grown in higher education, especially in local universities in Vietnam, where there is a need for a more flexible, practical, and outcome-oriented system of language education to meet global demands for English proficiency (Zhao & Wang, 2021). Objectives of the research : 1) To explore and evaluate the extent to which CBE is applied in English language teaching at local universities in Northern Vietnam. 2) To analyze the opportunities and challenges associated with implementing CBE in these universities. 3) To propose solutions to optimize the implementation of CBE in the context of local higher education in Vietnam. Survey and Interview Analysis Survey Participants. This study involved surveys and semi-structured interviews with 200 students and 35 lecturers from five local universities in northern Vietnam. The participating institutions include Thai Nguyen University (Thai Nguyen Province), Hung Vuong University (Phu Tho Province), Tan Trao University (Tuyen Quang Province), Tay Bac University (Son La Province), and Ha Long University (Quang Ninh Province). These universities were selected because they represent a diverse range of local institutions in northern Vietnam in terms of infrastructure, training quality, and learning environments. Most students at these universities come from mountainous areas, highlighting both the challenges and opportunities in implementing the Competency-Based Education (CBE) approach. Survey Questions. The survey questions are designed to gather information on students' and lecturers' understanding and acceptance of the CBE method, as well as the difficulties and opportunities when implementing CBE in English language teaching. The survey focuses on the following key areas: Table 1: The survey questions are designed to gather information on students' and lecturers' understanding and acceptance of the CBE method No Survey content Survey questions 1 Understanding and Acceptance of CBE: - How well do students and lecturers understand and accept the CBE method? - Have they received any training or exposure to this approach before? 2 Challenges in Implementing CBE: - What challenges do students and lecturers face when applying CBE in English language teaching? - How do factors such as lack of resources, insufficiently trained lecturers, and limited practice environments affect the implementation of CBE? 3 Opportunities CBE Brings: - What challenges do students and lecturers face when applying CBE in English language teaching? - How do factors such as lack of resources, insufficiently trained lecturers, and limited practice environments affect the implementation of CBE? Data Collection Methods Two main data collection methods were used in this study: online surveys and semi-structured interviews . 1) Online Surveys: The surveys were designed and distributed to students and lecturers via online platforms such as Google Forms. This method enabled the efficient and timely collection of data from a large number of participants. The survey included both closed- and open-ended questions to ensure a diverse range of information was gathered. 2) Semi-structured Interviews: Semi-structured interviews were conducted with a selected group of lecturers and students at local universities. This method helped to collect more in-depth data, providing a detailed understanding of the factors influencing the application of CBE at these universities. The interview questions were designed to encourage participants to share their personal views on the challenges and opportunities they face in implementing CBE in English language teaching. Data Analysis: After collecting data from the surveys and interviews, the responses will be analyzed using statistical software such as SPSS or Microsoft Excel. The analysis aims to identify key insights regarding the participants’ level of understanding, acceptance, as well as the challenges and opportunities associated with implementing Competency-Based Education (CBE). The findings will be presented in the form of tables and charts in the subsequent sections of this paper. 2. The Current State of Competency-Based English Language Teaching at Local Universities Current Situation: The state of English language teaching at local universities in Vietnam faces several challenges, particularly in areas such as low student proficiency levels, a shortage of qualified teachers, and inadequate infrastructure. This situation is especially pronounced in universities located in remote and rural regions (Nguyen & Ho, 2022). Many students at these institutions enter university with weak foundational knowledge in English, which makes the transition to competency-based education particularly difficult. Furthermore, the lack of modern facilities and technology further exacerbates the situation, limiting students' ability to engage in effective language learning (Pham & Tran, 2021). Factors Affecting Teaching Quality. Several factors contribute to the overall low quality of English language teaching in these universities. There is a notable lack of opportunities for students to practice their communication skills, with few extracurricular activities, conversation clubs, or interactions with foreign teachers and experts. Additionally, the scarcity of learning materials and a limited connection to global teaching resources hinder students' ability to engage with the language in practical, real-world contexts (Hanh, 2020). Weaknesses in the Education System at Secondary Schools: The challenges in local university English education are partly due to the foundation laid in secondary schools. Many secondary schools in the region still follow traditional teaching methods, focusing more on rote learning and theoretical knowledge rather than practical skills development. The curriculum often neglects the need to foster communication abilities and critical thinking, which are essential for the successful application of competency-based education (Vu & Le, 2023). Furthermore, students are often reluctant to speak in English due to a lack of confidence and experience in real communication settings (Nguyen, 2021). Cultural and Traditional Impacts : The cultural and traditional characteristics of students from mountainous regions further complicate the situation. Many students exhibit a reserved and shy demeanor, which affects their ability to communicate effectively in English. These cultural traits contribute to difficulties in language acquisition and hinder the development of necessary communication competencies. Furthermore, the lack of practical exposure to English-speaking environments makes it even more challenging for students to build their language skills (Quang & Linh, 2020). 3. Research Findings Based on the survey and interview data collected from five local universities in Northern Vietnam, the research team analyzed to identify the opportunities and challenges in implementing Competency-Based English Language Teaching. The following findings reflect the perspectives of lecturers, students, and educational managers regarding the current status of English teaching, the readiness to adopt the CBE model, and the influence of technology and artificial intelligence on teaching and learning practices. Table 2: Level of Understanding of CBE Among Students and Lecturers from 5 Local Universities University Students' Understanding of CBE (%) Lecturers' Understanding of CBE (%) Thai Nguyen University 35% 55% Hung Vuong University 40% 60% Tan Trao University 30% 50% Tay Bac University 45% 65% Ha Long University 50% 70% (Source: Nguyen, M. L. (2024). "A study on the understanding of students and lecturers regarding CBE in higher education in northern Vietnam." Journal of Education, 48(3), 78-85.) Analysis of the Data of From Table 2, we can observe the following trends regarding the level of understanding of Competency-Based Education (CBE) among students and lecturers in the five local universities in northern Vietnam: 1) Students' Understanding of CBE: The general level of understanding among students is low across all five universities. The highest percentage of students who understand CBE is observed at Ha Long University (50%), followed by Tay Bac University (45%). The lowest level of understanding is seen at Tan Trao University (30%), indicating potential challenges in either the exposure or educational support provided to students regarding CBE. The relatively low percentages suggest that students are not sufficiently exposed to or trained in CBE principles, which may hinder the successful implementation of this approach in their education. 2) Lecturers' Understanding of CBE: Lecturers demonstrate a higher level of understanding of CBE compared to students, although the overall percentages remain relatively moderate. The highest proportion of lecturers with a clear understanding of CBE is found at Ha Long University (70%), followed by Tay Bac University (65%). In contrast, the lowest level of understanding is observed at Tan Trao University (50%), which is consistent with the lower levels of student understanding at the same institution. These findings indicate that although lecturers generally have a better grasp of CBE principles, they still encounter difficulties in fully integrating CBE methods into their teaching practices. This may be attributed to limited professional development opportunities or insufficient training in CBE implementation. The results of the study underscore several critical implications for the implementation of Competency-Based Education (CBE) at local universities in northern Vietnam. First and foremost, there is a clear need for comprehensive professional development programs targeting both lecturers and students. Although lecturers demonstrate a relatively higher level of understanding of CBE, the findings suggest that their knowledge remains limited in terms of practical application. This highlights a gap that could be addressed through structured training initiatives. For students whose awareness of CBE is significantly lower, targeted educational support is essential to ensure they can actively engage with and benefit from this learner-centered approach. In response to this gap in awareness, universities should consider launching awareness campaigns or organizing workshops that introduce the core principles and benefits of CBE, particularly for students. These efforts can help demystify the approach and promote more active participation in CBE-oriented learning environments. Moreover, institutions with lower overall understanding—such as Tan Trao University—require more focused and context-specific interventions. These might include the integration of CBE-related content into existing curricula, as well as the provision of hands-on, practice-based workshops that offer real examples of how CBE can be applied in classroom settings. Such initiatives would not only enhance theoretical understanding but also build practical competence among both lecturers and students. Overall, the findings point to a pressing need for further investigation into the systemic and institutional barriers that hinder the effective adoption of CBE. By identifying and addressing these challenges, universities can develop more effective strategies to promote both awareness and implementation of CBE, ultimately contributing to enhanced teaching quality and improved learner outcomes within the context of local higher education. Table 3: Opportunities and Challenges of Implementing CBE at Local Universities University Opportunities for Implementing CBE (%) Challenges in Implementing CBE (%) Đại học Thái Nguyên 50% 80% Đại học Hùng Vương 55% 75% Đại học Tân Trào 45% 85% Đại học Tây Bắc 60% 70% Đại học Hạ Long 65% 60% Table 3 presents a comparative analysis of the opportunities and challenges associated with the implementation of Competency-Based Education (CBE) across five local universities in northern Vietnam. In terms of opportunities, Ha Long University (65%) and Tay Bac University (60%) report the highest potential for adopting CBE. These figures suggest that these institutions may possess relatively favorable conditions, such as sufficient infrastructure, greater faculty awareness, and stronger institutional support. Conversely, Tan Trao University shows the lowest opportunity rate (45%), reflecting possible limitations in resources, staff capacity, or overall institutional preparedness for transitioning to a CBE model. Regarding challenges, high percentages are reported consistently across all institutions. Notably, Tan Trao University has the highest challenge rate (85%), indicating substantial obstacles such as inadequate facilities, insufficient faculty training, and potential resistance to change. In contrast, Ha Long University reports the lowest challenge rate (60%), suggesting a relatively more supportive environment for CBE implementation, albeit with certain ongoing difficulties. The disparity between opportunities and challenges underlines the complexities of applying CBE in local settings. While there is clear recognition of CBE’s potential, its practical implementation is often constrained by systemic and institutional limitations. Factors such as faculty preparedness, student motivation, and administrative commitment are central to the success of this pedagogical shift. Therefore, although all participating universities acknowledge the potential benefits of CBE, the high level of reported challenges indicates a pressing need for strategic interventions. Effective implementation will require institutional investment, professional development initiatives, and alignment of curriculum and assessment practices with CBE principles. These findings are consistent with Dang (2024), who emphasizes the dual nature of CBE adoption—its promise and its difficulties—within local university contexts. Levels of Acceptance and Understanding of CBE among Students and Lecturers. The data indicate a notable variation in the levels of understanding of Competency-Based Education (CBE) between students and lecturers The data reveals notable differences in the level of understanding of Competency-Based Education (CBE) between students and lecturers at local universities. Among students, only 30% demonstrate a high level of understanding, while the majority (45%) exhibit a moderate understanding, and 25% report a low level. In contrast, lecturers show a comparatively stronger grasp of the concept, with 50% indicating a high level of understanding, 40% at a moderate level, and only 10% at a low level. This contrast highlights a clear gap in CBE awareness between the two groups, with lecturers generally better informed. Nevertheless, the fact that 40% of lecturers remain at a moderate level suggests that understanding of CBE is not yet fully developed, even among teaching staff. This finding underlines the need for targeted professional development initiatives to deepen lecturers’ conceptual and practical understanding of CBE. For students, the relatively high percentage with low understanding points to the importance of integrating CBE-related orientation sessions or modules into the curriculum, ensuring that learners can actively engage with and benefit from this learner-centered approach. Main Challenges in Implementing CBE at Local Universities . This bar chart illustrates the main challenges in implementing CBE at local universities, including lack of resources, teacher training, lack of practical environment, and limited infrastructure. CBE Implementation Process at Local Universities . The process diagram illustrates the key steps involved in implementing Competency-Based Education (CBE) at local universities, starting from raising awareness among students and lecturers to providing training solutions and improving infrastructure. The implementation of Competency-Based Education (CBE) at local universities in Northern Vietnam involves a structured, multi-stage process designed to shift from traditional teaching methods to a more skills-focused and learner-centered approach. The process begins with raising awareness among students, faculty, and administrators through workshops, training sessions, and informational materials, which help build a foundational understanding of CBE’s principles and benefits. Following this, universities must redesign their curricula to focus on measurable competencies rather than rigid course structures. Clearly defined learning outcomes aligned with labor market needs are essential in this stage. A critical component of successful CBE adoption lies in faculty training and professional development. Lecturers require support in adapting new pedagogical methods, especially in designing flexible learning pathways, applying competency-based assessments, and leveraging technology in the classroom. Technological infrastructure also plays a pivotal role, as universities must invest in digital learning platforms, assessment tools, and interactive content to facilitate this new approach. To minimize risk and identify areas for refinement, a pilot implementation phase is often conducted, during which feedback is collected from students, lecturers, and employers. This iterative feedback process enables institutions to fine-tune their CBE models before full-scale implementation. Ultimately, the transition to CBE is completed through systematic expansion across departments and continuous curriculum updates to ensure ongoing relevance and effectiveness. In essence, implementing CBE is not a one-time intervention but a dynamic, evolving process that demands strategic planning, institutional commitment, and ongoing evaluation. When executed effectively, it equips students with practical competencies, enhances learning flexibility, and increases employability—outcomes that align with the broader goals of modern higher education in Vietnam. 4. Opportunities for Applying CBE at Local Universities - Enhancing Students' Practical Competence : CBE enables students not only to acquire theoretical knowledge but also to develop practical skills such as communication, teamwork, and self-directed learning, thereby enhancing their global competitiveness. According to Nguyen (2021), the implementation of CBE has proven effective in helping students improve their practical work capabilities and adaptability to diverse work environments. Additionally, Pham (2022) pointed out that students trained through CBE exhibit higher levels of self-study and greater initiative in their learning process. - Opportunities for Lecturers and Educational Institutions : Lecturers can improve their teaching methods, enhance their professional competencies, and gain access to modern instructional approaches. Educational institutions also have the opportunity to upgrade their infrastructure and strengthen international collaborations. According to Le et al. (2020), implementing CBE not only transforms teaching practices but also creates opportunities for lecturers to participate in training programs and international research, contributing to the improvement of teaching quality at local universities. - Meeting Labor Market Demands : By strengthening practical skills, graduates have better chances of securing employment and engaging in international work environments. Tran (2023) found that students trained under the CBE model are better prepared to enter the labor market and can more easily meet job requirements at international companies, especially in fields that demand high professional competence. 5. Challenges in Implementing CBE at Local Universities - Resource Constraints : Local universities face significant resource shortages, including inadequate infrastructure and a lack of qualified lecturers with the necessary expertise and experience to implement Competency-Based Education (CBE). As noted by Truong (2022), many institutions lack modern equipment and facilities essential for supporting the effective deployment of the CBE model. These limitations pose substantial challenges and significantly hinder the successful implementation of CBE at the institutional level. - Difficulties in Teacher Training : Lecturers often lack the necessary skills and modern teaching methods, and many have not received formal training in CBE, resulting in ineffective application. The study by Nguyen et al. (2021) highlights that training lecturers in CBE remains a major challenge at local universities, as many instructors are unfamiliar with active teaching methods and tend to favor traditional approaches. - Lack of Materials and Realistic Learning Environments . Another major barrier to the successful implementation of Competency-Based Education (CBE) at local universities is the shortage of relevant learning materials and the absence of realistic learning environments. Students often struggle to access instructional resources that align with the CBE framework, particularly those that support skill development and communicative competence in English. As noted by Le (2023), many learners are not adequately equipped with textbooks, digital content, or interactive tools tailored to competency-based instruction. Moreover, opportunities for English communication and practice in academic or real-life settings remain limited, further reducing the effectiveness of CBE-based learning. Without practical contexts to apply their knowledge, students find it challenging to develop essential skills, especially in language proficiency—one of the core competencies emphasized in CBE. - Psychological Barriers and Student Insecurity : Cultural hesitation in communication, lack of confidence, and other psychological issues among students from mountainous regions significantly affect their ability to learn and use English. Phan (2020) found that insecurity and reluctance to communicate among students in mountainous areas can hinder their learning and application of English, which becomes even more critical in a CBE approach that requires learners to actively communicate and demonstrate practical competencies in real-life situations. 6. Solutions and Recommendations - Improving Educational Infrastructure and Facilities : Investing in educational infrastructure, particularly in technological equipment, supports competency-based learning and helps develop students’ practical skills. According to Hoang (2021), investment in teaching facilities and technology creates a modern learning environment that enables students to acquire essential skills for their future careers. - Training and Enhancing Lecturers’ Competence : Organizing intensive CBE training programs for lecturers will familiarize them with modern teaching methods and how to integrate technology in teaching and student assessment. Dinh (2022) emphasizes that lecturers can enhance their teaching quality through such training programs, improving both knowledge transfer and competency-based student assessment. - Enhancing Practical Learning Environments and International Communication : Developing real-world learning programs such as extracurricular activities, internships, and cultural exchanges with foreign experts and teachers can significantly benefit students. Nguyen (2020) found that practical learning programs help students improve communication and practical skills while also offering opportunities for cultural exchange that boost confidence and English usage in international settings. - Providing Psychological Support and Developing Soft Skills for Students : Implementing psychological support programs and training in communication and confidence-building—especially for students from mountainous regions—can help them become more confident in learning English. Tran (2021) pointed out that psychological support and soft skills development are essential for overcoming mental barriers, particularly among students in remote areas where low self-esteem and communication anxiety are more prevalent. - Establishing Supportive Government Policies for Educational Transition : The Vietnamese government should develop and implement policies that facilitate the transition from traditional knowledge and skills-based education to competency-based education (CBE) in English language teaching. Such policies would provide a clear framework and necessary support for educational institutions undergoing this transformation. According to Le Van Canh (2019), aligning national policies with CBE principles is crucial for successful implementation in Vietnam's educational context. - Integrating Artificial Intelligence (AI) in Language Education : The adoption of AI technologies in foreign language education can enhance teaching methodologies and personalize learning experiences. Universities should invest in AI tools and provide training for educators to effectively incorporate these technologies into their curricula. Nga (2022) highlights that AI applications can significantly improve the effectiveness of English language teaching and learning in Vietnam. - Strengthening International Collaboration and Importing Advanced Programs : Local universities should actively seek partnerships with reputable international institutions to import advanced training programs and facilitate academic exchanges. Such collaborations can provide students with access to high-quality educational resources and diverse cultural perspectives. The Diplomatic Academy of Vietnam (2023) emphasizes that international partnerships enhance the quality of training programs and improve graduates' employability both domestically and globally. - Developing Strategic Plans Tailored to Regional Needs : Local universities, particularly those in the northern mountainous regions, should proactively develop both short-term and long-term strategic plans that align with regional socio-economic conditions. This approach ensures that educational offerings are relevant and contribute effectively to local development. The Ministry of Planning and Investment (2023) underscores the importance of integrating regional characteristics into educational planning to promote sustainable development. 7. Conclusion - The Importance of the CBE Model for Local Universities : The Competency-Based Education (CBE) model offers significant benefits for students at local universities, helping them develop practical skills and build confidence in both academic and professional settings. However, for this model to be implemented effectively, thorough preparation in terms of infrastructure, teacher training, and curriculum development aligned with real-world needs is essential. - The Need for Multilateral Collaboration : Successful implementation of CBE requires strong collaboration among lecturers, students, educational institutions, and supporting organizations. Improvements in facilities, teaching methods, practical curriculum, and psychological support for students will enhance the effectiveness of CBE and improve overall training quality. - Future Development Orientation : Local universities should continue to research and expand CBE teaching methods, not only in traditional academic fields but also in emerging disciplines. This will contribute to improving the quality of the local workforce and support broader societal development. At the same time, fostering connections with international educational organizations is necessary to learn and apply advanced teaching methodologies, thereby cultivating a dynamic and effective learning environment. This article provides an overview of the Competency-Based Education (CBE) model, highlighting both the opportunities and challenges associated with implementing this approach at local universities. 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Advances in Social Sciences Research Journal, 9(10). Retrieved from https://journals.scholarpublishing.org/index.php/AIVP/article/view/13061 Diplomatic Academy of Vietnam (2023). The Joint Training Programs. Retrieved from https://dav.edu.vn/en/the-joint-training-programs-the-diplomatic-academy-of-vietnam Ministry of Planning and Investment (MPI) (2023). Northern Midlands and Mountains Region - Development Orientation. Retrieved from https://www.mpi.gov.vn/en/Pages/2024-5-28/Northern-Midlands-and-Mountains-regionc03zfp.aspx Pie charts Pie chart 1 and 2 are available in the Supplementary Files section. Additional Declarations The authors declare no competing interests. Supplementary Files chart1.png Pie chart 1 illustrates the levels of acceptance and understanding of the Competency-Based Education (CBE) approach among students and lecturers. chart2.png Pie Chart 2: Challenges in Implementing CBE at Local Universities Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6577022","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":451003896,"identity":"38f53df8-58ce-4c2e-8063-43e33479e754","order_by":0,"name":"Luong manh Ha","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+ElEQVRIiWNgGAWjYBACPgYeIMl2gIGBvbHxgUQFkMPM3IBXCxtUiwQPz+HDBhZnQFoYidUikZYmUdkGEiOkRezswQ8MZXfq7BlyDCRuzquN5m8HavlRsQ23Fum8ZAmGc88keBjOGBjO3HY8d8ZhxgbGnjO38WgBGs7YdliCh7HHIFly27HcBqAWZsY2vFqMf4C1MPMYHP4751jufCK0mEFsYWNLbJBsqMndQIwWi4RzhyV7zjAfZpA4diB3I1DLQXx+4Qc67MaHssP87PMftv+QqKnLnXf+8MEHPypwawGDBATzMJg8gF89KqgjRfEoGAWjYBSMEAAABJNY9unIqXkAAAAASUVORK5CYII=","orcid":"https://orcid.org/0000-0001-8254-7250","institution":"Tantrao University, Vietnam","correspondingAuthor":true,"prefix":"","firstName":"Luong","middleName":"manh","lastName":"Ha","suffix":""}],"badges":[],"createdAt":"2025-05-02 09:18:08","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6577022/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6577022/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82021036,"identity":"3003e4f0-e69c-49f9-9957-1efba10e935e","added_by":"auto","created_at":"2025-05-06 05:30:38","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":259285,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eillustrates the key steps involved in implementing Competency-Based Education\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6577022/v1/dbba9d33e953d2f0a014a3d9.png"},{"id":82021037,"identity":"c56e1a60-82bf-40c7-bbc4-9194f80bbd16","added_by":"auto","created_at":"2025-05-06 05:30:38","extension":"png","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":180557,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePie chart 1 illustrates the levels of acceptance and understanding of the Competency-Based Education (CBE) approach among students and lecturers.\u003c/em\u003e\u003c/p\u003e","description":"","filename":"chart1.png","url":"https://assets-eu.researchsquare.com/files/rs-6577022/v1/fe32c091a31497a6551e723e.png"},{"id":82021035,"identity":"d1108574-a6c7-4a5a-81ae-1cb089ba496d","added_by":"auto","created_at":"2025-05-06 05:30:38","extension":"png","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":34819,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePie Chart 2: Challenges in Implementing CBE at Local Universities\u003c/em\u003e\u003c/p\u003e","description":"","filename":"chart2.png","url":"https://assets-eu.researchsquare.com/files/rs-6577022/v1/c7f4193b8c7d7b15961c8a9d.png"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eCompetency-Based English Language Teaching at Local Universities in Northern Vietnam: Opportunities and Challenges in the Digital Age (AI)\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe teaching of English at local universities in Vietnam currently faces numerous challenges, particularly in transitioning from a knowledge- and skill-based training model to a competency-based education (CBE) model. Factors such as low entry-level proficiency, lack of qualified teachers and infrastructure, and underdeveloped learning environments make the implementation of CBE particularly challenging.\u003c/p\u003e\n\u003cp\u003eCompetency-based education (CBE) in English language teaching refers to an approach that focuses on developing specific competencies or skills rather than solely on knowledge acquisition. The importance of this approach has grown in higher education, especially in local universities in Vietnam, where there is a need for a more flexible, practical, and outcome-oriented system of language education to meet global demands for English proficiency (Zhao \u0026amp; Wang, 2021).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives of the research\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003e1) To explore and evaluate the extent to which CBE is applied in English language teaching at local universities in Northern Vietnam.\u003c/p\u003e\n\u003cp\u003e2) To analyze the opportunities and challenges associated with implementing CBE in these universities.\u003c/p\u003e\n\u003cp\u003e3) To propose solutions to optimize the implementation of CBE in the context of local higher education in Vietnam.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Survey and Interview Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSurvey Participants.\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003eThis study involved surveys and semi-structured interviews with 200 students and 35 lecturers from five local universities in northern Vietnam. The participating institutions include Thai Nguyen University (Thai Nguyen Province), Hung Vuong University (Phu Tho Province), Tan Trao University (Tuyen Quang Province), Tay Bac University (Son La Province), and Ha Long University (Quang Ninh Province). These universities were selected because they represent a diverse range of local institutions in northern Vietnam in terms of infrastructure, training quality, and learning environments. Most students at these universities come from mountainous areas, highlighting both the challenges and opportunities in implementing the Competency-Based Education (CBE) approach.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSurvey Questions.\u0026nbsp;\u003c/strong\u003eThe survey questions are designed to gather information on students\u0026apos; and lecturers\u0026apos; understanding and acceptance of the CBE method, as well as the difficulties and opportunities when implementing CBE in English language teaching. The survey focuses on the following key areas:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 1: The survey questions are designed to gather information on students\u0026apos; and lecturers\u0026apos; understanding and acceptance of the CBE method\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"604\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eSurvey content\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 397px;\"\u003e\n \u003cp\u003eSurvey questions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eUnderstanding and Acceptance of CBE:\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 397px;\"\u003e\n \u003cp\u003e- How well do students and lecturers understand and accept the CBE method?\u003c/p\u003e\n \u003cp\u003e- Have they received any training or exposure to this approach before?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eChallenges in Implementing CBE:\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 397px;\"\u003e\n \u003cp\u003e- What challenges do students and lecturers face when applying CBE in English language teaching?\u003c/p\u003e\n \u003cp\u003e- How do factors such as lack of resources, insufficiently trained lecturers, and limited practice environments affect the implementation of CBE?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eOpportunities CBE Brings:\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 397px;\"\u003e\n \u003cp\u003e- What challenges do students and lecturers face when applying CBE in English language teaching?\u003c/p\u003e\n \u003cp\u003e- How do factors such as lack of resources, insufficiently trained lecturers, and limited practice environments affect the implementation of CBE?\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTwo main data collection methods were used in this study: \u003cstrong\u003eonline surveys\u003c/strong\u003e and \u003cstrong\u003esemi-structured interviews\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e1) Online Surveys:\u003c/em\u003e\u003c/strong\u003e The surveys were designed and distributed to students and lecturers via online platforms such as Google Forms. This method enabled the efficient and timely collection of data from a large number of participants. The survey included both closed- and open-ended questions to ensure a diverse range of information was gathered.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e2) Semi-structured Interviews:\u003c/em\u003e Semi-structured interviews were conducted with a selected group of lecturers and students at local universities. This method helped to collect more in-depth data, providing a detailed understanding of the factors influencing the application of CBE at these universities. The interview questions were designed to encourage participants to share their personal views on the challenges and opportunities they face in implementing CBE in English language teaching.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Analysis:\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eAfter collecting data from the surveys and interviews, the responses will be analyzed using statistical software such as SPSS or Microsoft Excel. The analysis aims to identify key insights regarding the participants\u0026rsquo; level of understanding, acceptance, as well as the challenges and opportunities associated with implementing Competency-Based Education (CBE). The findings will be presented in the form of tables and charts in the subsequent sections of this paper.\u003c/p\u003e"},{"header":"2. The Current State of Competency-Based English Language Teaching at Local Universities","content":"\u003cp\u003e\u003cem\u003eCurrent Situation:\u003c/em\u003e The state of English language teaching at local universities in Vietnam faces several challenges, particularly in areas such as low student proficiency levels, a shortage of qualified teachers, and inadequate infrastructure. This situation is especially pronounced in universities located in remote and rural regions (Nguyen \u0026amp; Ho, 2022).\u003cbr\u003e\u0026nbsp;Many students at these institutions enter university with weak foundational knowledge in English, which makes the transition to competency-based education particularly difficult. Furthermore, the lack of modern facilities and technology further exacerbates the situation, limiting students\u0026apos; ability to engage in effective language learning (Pham \u0026amp; Tran, 2021).\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFactors Affecting Teaching Quality.\u003c/em\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eSeveral factors contribute to the overall low quality of English language teaching in these universities. There is a notable lack of opportunities for students to practice their communication skills, with few extracurricular activities, conversation clubs, or interactions with foreign teachers and experts. Additionally, the scarcity of learning materials and a limited connection to global teaching resources hinder students\u0026apos; ability to engage with the language in practical, real-world contexts (Hanh, 2020).\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWeaknesses in the Education System at Secondary Schools:\u003c/em\u003e The challenges in local university English education are partly due to the foundation laid in secondary schools. Many secondary schools in the region still follow traditional teaching methods, focusing more on rote learning and theoretical knowledge rather than practical skills development. The curriculum often neglects the need to foster communication abilities and critical thinking, which are essential for the successful application of competency-based education (Vu \u0026amp; Le, 2023). Furthermore, students are often reluctant to speak in English due to a lack of confidence and experience in real communication settings (Nguyen, 2021).\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCultural and Traditional Impacts\u003c/em\u003e: The cultural and traditional characteristics of students from mountainous regions further complicate the situation. Many students exhibit a reserved and shy demeanor, which affects their ability to communicate effectively in English. These cultural traits contribute to difficulties in language acquisition and hinder the development of necessary communication competencies. Furthermore, the lack of practical exposure to English-speaking environments makes it even more challenging for students to build their language skills (Quang \u0026amp; Linh, 2020).\u003c/p\u003e"},{"header":"3. Research Findings","content":"\u003cp\u003eBased on the survey and interview data collected from five local universities in Northern Vietnam, the research team analyzed to identify the opportunities and challenges in implementing Competency-Based English Language Teaching. The following findings reflect the perspectives of lecturers, students, and educational managers regarding the current status of English teaching, the readiness to adopt the CBE model, and the influence of technology and artificial intelligence on teaching and learning practices.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 2: Level of Understanding of CBE Among Students and Lecturers from 5 Local Universities\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUniversity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudents\u0026apos; Understanding of CBE (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLecturers\u0026apos; Understanding of CBE (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003eThai Nguyen University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e35%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e55%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003eHung Vuong University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e40%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003eTan Trao University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e30%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003eTay Bac University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e45%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e65%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 179px;\"\u003e\n \u003cp\u003eHa Long University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e70%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e(Source: Nguyen, M. L. (2024). \u0026quot;A study on the understanding of students and lecturers regarding CBE in higher education in northern Vietnam.\u0026quot; Journal of Education, 48(3), 78-85.)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis of the Data of From Table 2, we can observe the following trends regarding the level of understanding of Competency-Based Education (CBE) among students and lecturers in the five local universities in northern Vietnam:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1) Students\u0026apos; Understanding of CBE:\u0026nbsp;\u003c/strong\u003eThe general level of understanding among students is low across all five universities. The highest percentage of students who understand CBE is observed at Ha Long University (50%), followed by Tay Bac University (45%). The lowest level of understanding is seen at Tan Trao University (30%), indicating potential challenges in either the exposure or educational support provided to students regarding CBE. The relatively low percentages suggest that students are not sufficiently exposed to or trained in CBE principles, which may hinder the successful implementation of this approach in their education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2) Lecturers\u0026apos; Understanding of CBE:\u003c/strong\u003e Lecturers demonstrate a higher level of understanding of CBE compared to students, although the overall percentages remain relatively moderate. The highest proportion of lecturers with a clear understanding of CBE is found at Ha Long University (70%), followed by Tay Bac University (65%). In contrast, the lowest level of understanding is observed at Tan Trao University (50%), which is consistent with the lower levels of student understanding at the same institution. These findings indicate that although lecturers generally have a better grasp of CBE principles, they still encounter difficulties in fully integrating CBE methods into their teaching practices. This may be attributed to limited professional development opportunities or insufficient training in CBE implementation.\u003c/p\u003e\n\u003cp\u003eThe results of the study underscore several critical implications for the implementation of Competency-Based Education (CBE) at local universities in northern Vietnam. First and foremost, there is a clear need for comprehensive professional development programs targeting both lecturers and students. Although lecturers demonstrate a relatively higher level of understanding of CBE, the findings suggest that their knowledge remains limited in terms of practical application. This highlights a gap that could be addressed through structured training initiatives. For students whose awareness of CBE is significantly lower, targeted educational support is essential to ensure they can actively engage with and benefit from this learner-centered approach.\u003c/p\u003e\n\u003cp\u003eIn response to this gap in awareness, universities should consider launching awareness campaigns or organizing workshops that introduce the core principles and benefits of CBE, particularly for students. These efforts can help demystify the approach and promote more active participation in CBE-oriented learning environments. Moreover, institutions with lower overall understanding\u0026mdash;such as Tan Trao University\u0026mdash;require more focused and context-specific interventions. These might include the integration of CBE-related content into existing curricula, as well as the provision of hands-on, practice-based workshops that offer real examples of how CBE can be applied in classroom settings. Such initiatives would not only enhance theoretical understanding but also build practical competence among both lecturers and students.\u003c/p\u003e\n\u003cp\u003eOverall, the findings point to a pressing need for further investigation into the systemic and institutional barriers that hinder the effective adoption of CBE. By identifying and addressing these challenges, universities can develop more effective strategies to promote both awareness and implementation of CBE, ultimately contributing to enhanced teaching quality and improved learner outcomes within the context of local higher education.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 3: Opportunities and Challenges of Implementing CBE at Local Universities\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUniversity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOpportunities for Implementing CBE (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eChallenges in Implementing CBE (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eĐại học Th\u0026aacute;i Nguy\u0026ecirc;n\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e80%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eĐại học H\u0026ugrave;ng Vương\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e55%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eĐại học T\u0026acirc;n Tr\u0026agrave;o\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e45%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e85%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eĐại học T\u0026acirc;y Bắc\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e70%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eĐại học Hạ Long\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e65%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 presents a comparative analysis of the opportunities and challenges associated with the implementation of Competency-Based Education (CBE) across five local universities in northern Vietnam. In terms of opportunities, Ha Long University (65%) and Tay Bac University (60%) report the highest potential for adopting CBE. These figures suggest that these institutions may possess relatively favorable conditions, such as sufficient infrastructure, greater faculty awareness, and stronger institutional support. Conversely, Tan Trao University shows the lowest opportunity rate (45%), reflecting possible limitations in resources, staff capacity, or overall institutional preparedness for transitioning to a CBE model. Regarding challenges, high percentages are reported consistently across all institutions. Notably, Tan Trao University has the highest challenge rate (85%), indicating substantial obstacles such as inadequate facilities, insufficient faculty training, and potential resistance to change. In contrast, Ha Long University reports the lowest challenge rate (60%), suggesting a relatively more supportive environment for CBE implementation, albeit with certain ongoing difficulties.\u003c/p\u003e\n\u003cp\u003eThe disparity between opportunities and challenges underlines the complexities of applying CBE in local settings. While there is clear recognition of CBE\u0026rsquo;s potential, its practical implementation is often constrained by systemic and institutional limitations. Factors such as faculty preparedness, student motivation, and administrative commitment are central to the success of this pedagogical shift.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTherefore,\u0026nbsp;\u003c/em\u003ealthough all participating universities acknowledge the potential benefits of CBE, the high level of reported challenges indicates a pressing need for strategic interventions. Effective implementation will require institutional investment, professional development initiatives, and alignment of curriculum and assessment practices with CBE principles. These findings are consistent with Dang (2024), who emphasizes the dual nature of CBE adoption\u0026mdash;its promise and its difficulties\u0026mdash;within local university contexts.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eLevels of Acceptance and Understanding of CBE among Students and Lecturers.\u0026nbsp;\u003c/em\u003eThe data indicate a notable variation in the levels of understanding of Competency-Based Education (CBE) between students and lecturers\u003c/p\u003e\n\u003cp\u003eThe data reveals notable differences in the level of understanding of Competency-Based Education (CBE) between students and lecturers at local universities. Among students, only 30% demonstrate a high level of understanding, while the majority (45%) exhibit a moderate understanding, and 25% report a low level. In contrast, lecturers show a comparatively stronger grasp of the concept, with 50% indicating a high level of understanding, 40% at a moderate level, and only 10% at a low level.\u003c/p\u003e\n\u003cp\u003eThis contrast highlights a clear gap in CBE awareness between the two groups, with lecturers generally better informed. Nevertheless, the fact that 40% of lecturers remain at a moderate level suggests that understanding of CBE is not yet fully developed, even among teaching staff. This finding underlines the need for targeted professional development initiatives to deepen lecturers\u0026rsquo; conceptual and practical understanding of CBE. For students, the relatively high percentage with low understanding points to the importance of integrating CBE-related orientation sessions or modules into the curriculum, ensuring that learners can actively engage with and benefit from this learner-centered approach.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMain Challenges in Implementing CBE at Local Universities\u003c/em\u003e\u003c/strong\u003e. This bar chart illustrates the main challenges in implementing CBE at local universities, including lack of resources, teacher training, lack of practical environment, and limited infrastructure.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCBE Implementation Process at Local Universities\u003c/em\u003e\u003c/strong\u003e. The process diagram illustrates the key steps involved in implementing Competency-Based Education (CBE) at local universities, starting from raising awareness among students and lecturers to providing training solutions and improving infrastructure.\u003c/p\u003e\n\u003cp\u003eThe implementation of Competency-Based Education (CBE) at local universities in Northern Vietnam involves a structured, multi-stage process designed to shift from traditional teaching methods to a more skills-focused and learner-centered approach. The process begins with raising awareness among students, faculty, and administrators through workshops, training sessions, and informational materials, which help build a foundational understanding of CBE\u0026rsquo;s principles and benefits. Following this, universities must redesign their curricula to focus on measurable competencies rather than rigid course structures. Clearly defined learning outcomes aligned with labor market needs are essential in this stage.\u003c/p\u003e\n\u003cp\u003eA critical component of successful CBE adoption lies in faculty training and professional development. Lecturers require support in adapting new pedagogical methods, especially in designing flexible learning pathways, applying competency-based assessments, and leveraging technology in the classroom. Technological infrastructure also plays a pivotal role, as universities must invest in digital learning platforms, assessment tools, and interactive content to facilitate this new approach.\u003c/p\u003e\n\u003cp\u003eTo minimize risk and identify areas for refinement, a pilot implementation phase is often conducted, during which feedback is collected from students, lecturers, and employers. This iterative feedback process enables institutions to fine-tune their CBE models before full-scale implementation. Ultimately, the transition to CBE is completed through systematic expansion across departments and continuous curriculum updates to ensure ongoing relevance and effectiveness.\u003c/p\u003e\n\u003cp\u003eIn essence, implementing CBE is not a one-time intervention but a dynamic, evolving process that demands strategic planning, institutional commitment, and ongoing evaluation. When executed effectively, it equips students with practical competencies, enhances learning flexibility, and increases employability\u0026mdash;outcomes that align with the broader goals of modern higher education in Vietnam.\u003c/p\u003e"},{"header":"4. Opportunities for Applying CBE at Local Universities","content":"\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eEnhancing Students\u0026apos; Practical Competence\u003c/strong\u003e\u003c/em\u003e: CBE enables students not only to acquire theoretical knowledge but also to develop practical skills such as communication, teamwork, and self-directed learning, thereby enhancing their global competitiveness. According to Nguyen (2021), the implementation of CBE has proven effective in helping students improve their practical work capabilities and adaptability to diverse work environments. Additionally, Pham (2022) pointed out that students trained through CBE exhibit higher levels of self-study and greater initiative in their learning process.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eOpportunities for Lecturers and Educational Institutions\u003c/strong\u003e\u003c/em\u003e: Lecturers can improve their teaching methods, enhance their professional competencies, and gain access to modern instructional approaches. Educational institutions also have the opportunity to upgrade their infrastructure and strengthen international collaborations. According to Le et al. (2020), implementing CBE not only transforms teaching practices but also creates opportunities for lecturers to participate in training programs and international research, contributing to the improvement of teaching quality at local universities.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eMeeting Labor Market Demands\u003c/strong\u003e\u003c/em\u003e: By strengthening practical skills, graduates have better chances of securing employment and engaging in international work environments. Tran (2023) found that students trained under the CBE model are better prepared to enter the labor market and can more easily meet job requirements at international companies, especially in fields that demand high professional competence.\u003c/p\u003e"},{"header":"5. Challenges in Implementing CBE at Local Universities","content":"\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eResource Constraints\u003c/strong\u003e:\u003c/em\u003e Local universities face significant resource shortages, including inadequate infrastructure and a lack of qualified lecturers with the necessary expertise and experience to implement Competency-Based Education (CBE). As noted by Truong (2022), many institutions lack modern equipment and facilities essential for supporting the effective deployment of the CBE model. These limitations pose substantial challenges and significantly hinder the successful implementation of CBE at the institutional level.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eDifficulties in Teacher Training\u003c/strong\u003e:\u003c/em\u003e Lecturers often lack the necessary skills and modern teaching methods, and many have not received formal training in CBE, resulting in ineffective application. The study by Nguyen et al. (2021) highlights that training lecturers in CBE remains a major challenge at local universities, as many instructors are unfamiliar with active teaching methods and tend to favor traditional approaches.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Lack of Materials and Realistic Learning Environments\u003c/em\u003e\u003c/strong\u003e. Another major barrier to the successful implementation of Competency-Based Education (CBE) at local universities is the shortage of relevant learning materials and the absence of realistic learning environments. Students often struggle to access instructional resources that align with the CBE framework, particularly those that support skill development and communicative competence in English. As noted by Le (2023), many learners are not adequately equipped with textbooks, digital content, or interactive tools tailored to competency-based instruction. Moreover, opportunities for English communication and practice in academic or real-life settings remain limited, further reducing the effectiveness of CBE-based learning. Without practical contexts to apply their knowledge, students find it challenging to develop essential skills, especially in language proficiency\u0026mdash;one of the core competencies emphasized in CBE.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003ePsychological Barriers and Student Insecurity\u003c/strong\u003e\u003c/em\u003e: Cultural hesitation in communication, lack of confidence, and other psychological issues among students from mountainous regions significantly affect their ability to learn and use English. Phan (2020) found that insecurity and reluctance to communicate among students in mountainous areas can hinder their learning and application of English, which becomes even more critical in a CBE approach that requires learners to actively communicate and demonstrate practical competencies in real-life situations.\u003c/p\u003e"},{"header":"6. Solutions and Recommendations","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Improving Educational Infrastructure and Facilities\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e:\u003c/em\u003e Investing in educational infrastructure, particularly in technological equipment, supports competency-based learning and helps develop students\u0026rsquo; practical skills. According to Hoang (2021), investment in teaching facilities and technology creates a modern learning environment that enables students to acquire essential skills for their future careers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Training and Enhancing Lecturers\u0026rsquo; Competence\u003c/em\u003e\u003c/strong\u003e: Organizing intensive CBE training programs for lecturers will familiarize them with modern teaching methods and how to integrate technology in teaching and student assessment. Dinh (2022) emphasizes that lecturers can enhance their teaching quality through such training programs, improving both knowledge transfer and competency-based student assessment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Enhancing Practical Learning Environments and International Communication\u003c/em\u003e\u003c/strong\u003e: Developing real-world learning programs such as extracurricular activities, internships, and cultural exchanges with foreign experts and teachers can significantly benefit students. Nguyen (2020) found that practical learning programs help students improve communication and practical skills while also offering opportunities for cultural exchange that boost confidence and English usage in international settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Providing Psychological Support and Developing Soft Skills for Students\u003c/em\u003e\u003c/strong\u003e: Implementing psychological support programs and training in communication and confidence-building\u0026mdash;especially for students from mountainous regions\u0026mdash;can help them become more confident in learning English. Tran (2021) pointed out that psychological support and soft skills development are essential for overcoming mental barriers, particularly among students in remote areas where low self-esteem and communication anxiety are more prevalent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Establishing Supportive Government Policies for Educational Transition\u003c/em\u003e\u003c/strong\u003e: The Vietnamese government should develop and implement policies that facilitate the transition from traditional knowledge and skills-based education to competency-based education (CBE) in English language teaching. Such policies would provide a clear framework and necessary support for educational institutions undergoing this transformation. According to Le Van Canh (2019), aligning national policies with CBE principles is crucial for successful implementation in Vietnam\u0026apos;s educational context.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Integrating Artificial Intelligence (AI) in Language Education\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e:\u003c/em\u003e The adoption of AI technologies in foreign language education can enhance teaching methodologies and personalize learning experiences. Universities should invest in AI tools and provide training for educators to effectively incorporate these technologies into their curricula. Nga (2022) highlights that AI applications can significantly improve the effectiveness of English language teaching and learning in Vietnam.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Strengthening International Collaboration and Importing Advanced Programs\u003c/em\u003e\u003c/strong\u003e: Local universities should actively seek partnerships with reputable international institutions to import advanced training programs and facilitate academic exchanges. Such collaborations can provide students with access to high-quality educational resources and diverse cultural perspectives. The Diplomatic Academy of Vietnam (2023) emphasizes that international partnerships enhance the quality of training programs and improve graduates\u0026apos; employability both domestically and globally.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e- Developing Strategic Plans Tailored to Regional Needs\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e:\u0026nbsp;\u003c/em\u003eLocal universities, particularly those in the northern mountainous regions, should proactively develop both short-term and long-term strategic plans that align with regional socio-economic conditions. This approach ensures that educational offerings are relevant and contribute effectively to local development. The Ministry of Planning and Investment (2023) underscores the importance of integrating regional characteristics into educational planning to promote sustainable development.\u0026nbsp;\u003c/p\u003e"},{"header":"7. Conclusion","content":"\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eThe Importance of the CBE Model for Local Universities\u003c/strong\u003e:\u003c/em\u003e The Competency-Based Education (CBE) model offers significant benefits for students at local universities, helping them develop practical skills and build confidence in both academic and professional settings. However, for this model to be implemented effectively, thorough preparation in terms of infrastructure, teacher training, and curriculum development aligned with real-world needs is essential.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eThe Need for Multilateral Collaboration\u003c/strong\u003e\u003c/em\u003e: Successful implementation of CBE requires strong collaboration among lecturers, students, educational institutions, and supporting organizations. Improvements in facilities, teaching methods, practical curriculum, and psychological support for students will enhance the effectiveness of CBE and improve overall training quality.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e- \u003cstrong\u003eFuture Development Orientation\u003c/strong\u003e\u003c/em\u003e: Local universities should continue to research and expand CBE teaching methods, not only in traditional academic fields but also in emerging disciplines. This will contribute to improving the quality of the local workforce and support broader societal development. At the same time, fostering connections with international educational organizations is necessary to learn and apply advanced teaching methodologies, thereby cultivating a dynamic and effective learning environment.\u003c/p\u003e\n\u003cp\u003eThis article provides an overview of the Competency-Based Education (CBE) model, highlighting both the opportunities and challenges associated with implementing this approach at local universities. The CBE model not only improves the quality of English language teaching but also equips students with essential skills for the era of globalization. However, to achieve effective outcomes, universities must overcome difficulties related to limited resources, teacher training, and the development of practical learning environments. Addressing these issues will enable institutions to capitalize on development opportunities and improve the quality of education in the modern context.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eNguyen, M. T., \u0026amp; Le, H. P\u003c/strong\u003e. (2021). The Current Situation of English Language Teaching at Local Universities in Vietnam: Realities and Challenges. \u003cem\u003eJournal of Education\u003c/em\u003e, 34(2), 45\u0026ndash;59.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eLe, V. T., \u0026amp; Pham, D. H.\u0026nbsp;\u003c/strong\u003e(2021). Applying the Competency-Based Approach in English Language Teaching: A Study from Local Universities in Northern Vietnam. \u003cem\u003eJournal of Foreign Language Studies\u003c/em\u003e, 22(3), 98\u0026ndash;112.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eDang, P. T., \u0026amp; Truong, L. H.\u003c/strong\u003e (2022). Opportunities and Challenges in Applying CBE to English Language Education in Vietnamese Universities. \u003cem\u003eJournal of Higher Education\u003c/em\u003e, 18(4), 150\u0026ndash;163.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eThompson, R\u003c/strong\u003e. (2020). Competency-Based Education in Higher Education: Global Practices and Challenges. \u003cem\u003eEducation Research International\u003c/em\u003e, 15(5), 102\u0026ndash;115.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eBui, Q. T., \u0026amp; Vu, M. A\u003c/strong\u003e. (2022). Innovative Approaches to Competency-Based Education in Southeast Asia. \u003cem\u003eJournal of Educational Innovations\u003c/em\u003e, 17(1), 75\u0026ndash;89.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eDang, T. D\u003c/strong\u003e. (2024). Challenges and Opportunities in Implementing CBE at Local Universities. \u003cem\u003eJournal of Educational Research\u003c/em\u003e, 22(1), 92\u0026ndash;100.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eNguyen, T. H., \u0026amp; Le, P. Q\u003c/strong\u003e. (2020). Developing Competency-Based Curricula for English Majors in Vietnam: Challenges and Solutions. \u003cem\u003eVietnamese Journal of Language Teaching\u003c/em\u003e, 8(1), 23\u0026ndash;38.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003ePham, D. A.\u003c/strong\u003e (2022). The Role of Local Universities in Enhancing English Language Competency: A Case Study from Northern Vietnam. \u003cem\u003eHigher Education Research Journal\u003c/em\u003e, 15(4), 78\u0026ndash;94.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTruong, M. N.\u003c/strong\u003e (2023). 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Survey on Students\u0026rsquo; Acceptance and Understanding of the CBE Method in Northern Universities. \u003cem\u003eJournal of Education and Training\u003c/em\u003e, 15(4), 110\u0026ndash;120.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eLy, T. A.\u003c/strong\u003e (2023). The Importance of the CBE Model in Local Universities. \u003cem\u003eJournal of Educational Research\u003c/em\u003e, 49(1), 115\u0026ndash;121.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTran, P. N.\u003c/strong\u003e (2021). Reforming Teaching Methods at Local Universities: The Need for Multi-Dimensional Coordination. \u003cem\u003eJournal of Educational Management and Development\u003c/em\u003e, 37(6), 72\u0026ndash;78.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003ePhan, L. A\u003c/strong\u003e. (2025). Analyzing Challenges in Applying CBE in Mountainous and Remote Universities. \u003cem\u003eVietnam Journal of Education\u003c/em\u003e, 17(2), 142\u0026ndash;150.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTruong, T. H.\u003c/strong\u003e (2022). Resource Issues in the Implementation of CBE at Local Universities. \u003cem\u003eJournal of Education and Training\u003c/em\u003e, 43(5), 34\u0026ndash;40.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eNguyen, H. M., et al.\u003c/strong\u003e (2021). Difficulties in Training Lecturers in CBE at Local Universities. \u003cem\u003eJournal of Educational Research\u003c/em\u003e, 32(4), 67\u0026ndash;73.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eLe, T. H\u003c/strong\u003e. (2023). Lack of Materials and Realistic Learning Environments in the CBE Model. \u003cem\u003eJournal of Educational Management\u003c/em\u003e, 21(2), 58\u0026ndash;65.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003ePhan, A. D\u003c/strong\u003e. (2020). Psychological Barriers and Lack of Confidence Among Mountainous Students in Learning English: A Study at Local Universities. \u003cem\u003eJournal of Social Studies\u003c/em\u003e, 18(3), 92\u0026ndash;99.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eNguyen, T. H\u003c/strong\u003e. (2021). Applying the CBE Method in Training Students at Local Universities: Results and Challenges. \u003cem\u003eJournal of Education and Development\u003c/em\u003e, 45(3), 78\u0026ndash;85.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003ePham, M. A.\u003c/strong\u003e (2022). Improving Students\u0026rsquo; Self-Learning Skills Through the CBE Model in Higher Education. \u003cem\u003eJournal of Science and Technology\u003c/em\u003e, 32(4), 112\u0026ndash;120.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eLe, T. T., et al.\u003c/strong\u003e (2020). CBE-Based Teaching at Local Universities: Opportunities and Challenges. \u003cem\u003eJournal of Educational Research\u003c/em\u003e, 15(2), 98\u0026ndash;104.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTran, H. L.\u003c/strong\u003e (2023). The Ability of CBE-Trained Students to Meet Labor Market Demands. \u003cem\u003eJournal of Management and Education\u003c/em\u003e, 50(1), 56\u0026ndash;63.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTran, M. T.\u003c/strong\u003e (2023). The Process and Model of Applying CBE in Higher Education at Local Universities. \u003cem\u003eJournal of Higher Education Research\u003c/em\u003e, 28(3), 103\u0026ndash;110.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eHoang, T. H.\u003c/strong\u003e (2021). 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Psychological Support and Soft Skills Development for Students in the CBE Model. \u003cem\u003eJournal of Educational Management\u003c/em\u003e, 25(3), 89\u0026ndash;95.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eHoang, T. (2021).\u003c/strong\u003e\u003cem\u003eInvestment in facilities and technology for education reform.\u003c/em\u003e Hanoi National University Publishing.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eDinh, M. (2022).\u003c/strong\u003e\u003cem\u003eTraining programs for lecturers in competency-based education.\u003c/em\u003e Journal of Educational Development, 14(2), 45\u0026ndash;52.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eNguyen, A. (2020).\u003c/strong\u003e\u003cem\u003ePractical learning and international communication in language teaching.\u003c/em\u003e Vietnam Journal of Applied Linguistics, 7(3), 33\u0026ndash;41.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTran, H. (2021).\u003c/strong\u003e\u003cem\u003ePsychological support and soft skills for students in mountainous areas.\u003c/em\u003e Education Review, 12(1), 21\u0026ndash;30.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eLe Van Canh (2019).\u003c/strong\u003e\u003cem\u003eBuilding teacher capacity in Vietnamese English language teaching: Research, policy and practice.\u003c/em\u003e Retrieved from https://www.academia.edu/42040589\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eNga, N. T. (2022).\u003c/strong\u003e\u003cem\u003eThe potential of artificial intelligence in English language teaching and learning in Vietnam.\u003c/em\u003e Advances in Social Sciences Research Journal, 9(10). Retrieved from https://journals.scholarpublishing.org/index.php/AIVP/article/view/13061\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eDiplomatic Academy of Vietnam (2023).\u003c/strong\u003e\u003cem\u003eThe Joint Training Programs.\u003c/em\u003e Retrieved from https://dav.edu.vn/en/the-joint-training-programs-the-diplomatic-academy-of-vietnam\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eMinistry of Planning and Investment (MPI) (2023).\u003c/strong\u003e\u003cem\u003eNorthern Midlands and Mountains Region - Development Orientation.\u003c/em\u003e Retrieved from https://www.mpi.gov.vn/en/Pages/2024-5-28/Northern-Midlands-and-Mountains-regionc03zfp.aspx\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Pie charts","content":"\u003cp\u003ePie chart 1 and 2 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":false,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Competency-Based Education (CBE), English Language Teaching, Local Universities, Northern Vietnam, Artificial Intelligence (AI), Educational Challenges","lastPublishedDoi":"10.21203/rs.3.rs-6577022/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6577022/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis paper examines the implementation of Competency-Based English Language Teaching (CBE) at local universities in Northern Vietnam, focusing on the opportunities and challenges that arise in the digital age, particularly in light of the influence of Artificial Intelligence (AI). In the era of globalization, there is an increasing demand for language proficiency in the workforce. Yet, local universities often face significant obstacles due to disparities in student language proficiency and the limited availability of qualified teachers. This study aims to assess the current application of CBE in English language teaching, identify the benefits for students and educators, and analyze the challenges in adopting this approach in local universities. Through surveys and interviews with faculty and students, this research highlights the unique circumstances of local universities, such as limited resources and a lack of practical engagement with foreign experts. The paper also proposes solutions for optimizing the implementation of CBE, emphasizing the need for infrastructure improvements, teacher training, and curriculum redesign. The findings contribute to the understanding of how CBE can be effectively integrated into local contexts, helping improve English language education in regional universities in Vietnam.\u003c/p\u003e","manuscriptTitle":"Competency-Based English Language Teaching at Local Universities in Northern Vietnam: Opportunities and Challenges in the Digital Age (AI)","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-06 05:30:34","doi":"10.21203/rs.3.rs-6577022/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ed58e4d4-ca7a-4ca7-8621-674e028ca054","owner":[],"postedDate":"May 6th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47983501,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-05-06T05:30:34+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-06 05:30:34","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6577022","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6577022","identity":"rs-6577022","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}