Digital transformation provides teachers with broader access to pedagogical ideas and enhances their digital competence. However, educators in multicultural classrooms in the northern mountainous region of Vietnam struggle to integrate technology without compromising the cultural identity of ethnic minority students. This study surveyed 101 teachers in six northern mountainous provinces and proposed pedagogical strategies for culturally responsive digital education.
Survey and interview data highlighted three key issues. First, the lack and inappropriateness of digital learning resources: 72% of teachers had to create their own materials that were culturally appropriate for the students in their classrooms, and 64% reported that the lack of local content reduced student engagement. Second, only 18% feel confident using digital tools for culturally integrated lessons, while 82% of teachers have never been trained to teach issues related to multiculturalism and digitalization. Third, 71% of teachers are concerned that globalized content may undermine students’ cultural identity.
To address these issues, the study recommends three strategies:(1) Encourage teachers to digitize local heritage with appropriate tools and teacher training; (2) Develop students’ capacity to evaluate and select culturally meaningful materials; and (3) Model connected classrooms, engage communities, and promote learners’ cultural pride.
The study comes to the conclusion that for schools in mountainous areas to effectively digitalize, they need to invest in technology infrastructure and improve teachers’ capacity to design authentic multicultural, technology-integrated learning environments.

Authors:
Quy Ngo Thi Thanh, Thai Nguyen University Of Education, Vietnam
Hien Nguyen Thuy, Foreign Trade University (FTU), Vietnam

About the Presenter(s)
Associate Professor Dr. Ngo Thi Thanh Quy is currently working in the faculty of Philology at Thai Nguyen University of Education, Vietnam.

See this presentation on the full schedule – Sunday Schedule

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