Bridging theory and practice: competency development for special education graduates in Vietnam.

Abstract

Inclusion in education remains a critical priority, particularly in developing Asian countries such as Vietnam. Challenges persist in equipping special education graduates with the competencies required to meet diverse learner needs. Therefore, this review conceptualizes the competencies necessary for special education graduates in Vietnam. A document content analysis was conducted to provide insights into the topic. The final set of reviewed documents totaled 49. The findings synthesize key competencies in five domains: professional ethics and core values, general competencies, pedagogical competencies, specialized competencies in special education, and professional practice and community engagement. Findings indicate that while Vietnam aligns with global expectations in terms of pedagogical knowledge, adaptability, and collaboration, the national framework emphasizes professional ethics, political awareness, and lifelong dedication to education. Challenges such as limited resources, gaps between theory and practice, and resistance to inclusive education persist, requiring institutional support and policy reform. The study emphasizes the importance of enhancing experiential learning, interdisciplinary collaboration, and competency-based training to improve the preparedness of Vietnamese special education graduates. These insights contribute to improving curriculum design and inclusive teacher education programs.