Social Science and Human Research Bulletin

This article analyzes the current situation of state management of digital transformation in education in Vietnam from the perspectives of public management, digital governance, and educational reform in the context of national digital transformation. The study uses document analysis, policy synthesis, analysis of publicly available secondary data, and SWOT analysis. Secondary data were collected from legal documents, government programs and projects, documents of the Ministry of Education and Training, and publicly released information on the implementation of digital transformation in education. The findings show that digital transformation in education has achieved important progress: the education-sector database has been developed with nearly 24.55 million digitized records of teachers, managers, and students; online public services in education have expanded; digital academic records at the primary level have been piloted in 11,400 out of 14,663 schools; and digital competence frameworks for learners, teachers, and school managers have been issued. However, state management of digital transformation in education still faces limitations, including an institutional framework that has not fully kept pace with technological change, fragmented data, uneven digital infrastructure, unequal digital competence among stakeholders, and the need to further strengthen personal-data protection mechanisms in schools. On that basis, the article proposes solutions for improving institutions, standardizing data, developing digital infrastructure, enhancing digital competence, renewing school governance, ensuring data security, and building monitoring and evaluation mechanisms based on outputs and outcomes. These solutions have practical significance for improving the effectiveness and efficiency of state management in education.

State management; digital transformation; education; education data; digital competence; education governance.

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