Teachers' Perceptions and Readiness for Digital Transformation in Education: Empirical Evidence from Vietnam, a Developing Nation

Abstract

For countries to remain competitive in the global knowledge economy, digital transformation of education is becoming increasingly important. As a developing nation, Vietnam recognizes this importance and is adopting policies to integrate digital technology into its education system. This study investigates how teachers in Vietnam are prepared for digital transformation in education using the Unified Theory of Acceptance and Use of Technology. An online survey involved 403 teachers across 22 Vietnamese provinces. Its purpose was to understand their readiness and perspectives on digital tech integration in education. The collected data underwent descriptive and inferential statistical analyses. The findings revealed that teachers in Vietnam demonstrated a moderate degree of readiness to integrate digital transformation into their teaching practices, along with a moderate level of acceptance of its implementation (mean = 3.67 and 3.65, respectively). The survey indicated teachers' positive views on digital education transformation (average rating: 3.28) and its user-friendliness (average rating: 3.42). Preparedness, usefulness perception, and ease of use affected 86.1% of teachers' digital transformation acceptance. As a result, it is possible to assume that Vietnamese teachers intend to implement digital transformation in their teaching. Based on the data gathered, the study concludes that targeted interventions and support are critical to assisting Vietnamese teachers in overcoming the challenges of digital transformation in education. Possible interventions encompass better tech access, enhanced training, fostering innovation in classrooms, and professional development. The study's insights can shape education policies and practices, and enrich literature on digital transformation in developing nations