Managing physics teaching activities in upper secondary schools in Vietnam’s Central Highlands amid educational reform and digital transformation

Abstract

This study investigates the management of Physics teaching activities in upper secondary schools in the Central Highlands of Vietnam in the context of educational reform and digital transformation. A mixed-methods research design was employed, combining quantitative surveys with qualitative document analysis and semi-structured interviews. Data were collected from 834 valid respondents, including 201 school administrators, 230 Physics teachers, and 403 students across forty upper secondary schools in four provinces of the Central Highlands. The results show that Physics teaching activities and their management are generally implemented at a fairly good level. Teachers demonstrate positive awareness of curriculum reform and actively engage in instructional innovation, while school administrators report moderate effectiveness in managing teaching activities. However, notable limitations persist in teaching and learning environments, particularly in laboratory facilities, digital infrastructure, and access to teaching and learning resources. From the students’ perspective, although classroom engagement is relatively high, opportunities for experimentation, simulation, and real-life or STEM-based application of Physics knowledge remain limited. The findings indicate a clear gap between teachers’ awareness of reform requirements and the actual conditions supporting implementation. This gap highlights the critical role of school management in aligning instructional practices with infrastructure development and digital transformation.