To date, hundreds of internationally standardised STEM practice rooms have been built in general education schools, management and administration have been strengthened, and teaching methods on digital platforms have been transformed, all aiming towards the goal of building a digital education ecosystem.
Effectively implementing digital classrooms
From the idea proposed by General Secretary and President To Lam, the Viet Nam National Industry-Energy Group coordinated with the Ministry of Education and Training and localities to build 100 internationally standardised STEM practice rooms in 2025 across 34 provinces and centrally-run cities.
This is a large-scale educational project aimed at upgrading educational infrastructure and supporting the training of young generations with science, technology, engineering, and mathematics skills to meet the country’s demand for high-quality human resources in the new era. These classrooms will become centres for spreading knowledge, serving both as places for students to experience different levels of STEM and as “incubators” for training core teachers, creating spillover effects for tens of thousands of schools nationwide.
The classrooms are designed under the model of “rapid-standardised-sustainable”, fully equipped with advanced devices such as smart interactive boards, AI-IoT systems, VEX robotics, 3D printers, CNC cutting machines, and experimental kits themed around energy and the environment.
In the 2025-2026 academic year, Le Quy Don Secondary School (Tuyen Quang Province) was invested in and put into operation with an internationally standardised STEM practice room. Vice Principal Dang Thi Bich Ngoc shared that upon receiving the STEM practice classroom in November 2025, both the teachers and the students were initially unfamiliar with it because it was too modern. In order to learn how to operate it, the school sent 10 core teachers from different subjects to participate in direct training courses in Ha Noi; at the same time, online training sessions were organised every Thursday evening. Teachers were guided on equipment operation, effective teaching methods, and technical support (maintenance and warranty) in case of problems.
Putting the classroom into operation has brought great joy and excitement to the management board, teachers, students, and parents, helping remove obstacles in applying technology to teaching.
In the classroom, students are introduced to programming (coding), robot assembly, the Internet of Things (IoT), and artificial intelligence (AI) applications to create sensor devices. The school has organised STEM room experiences for all students and plans to incorporate this content into the official curriculum.
According to Ms Ngoc, STEM activities have helped students change their learning methods even in subjects seemingly unrelated to STEM. In mathematics, students reported that the logical thinking gained from STEM helped them study maths and other subjects more effectively. One case was student Pham Binh Minh (Class 6A), who used to write incoherently, but after practising in the operation of VEX robots — a process requiring strict procedures and carefulness — he applied that logic to his writing, significantly improving his literature scores.
In Ha Noi, with the aim of developing students’ qualities and competencies and guiding them towards becoming global digital citizens, from the 2025-2026 academic year Giang Vo Secondary School has implemented the “Google Digital Classroom” model with three “key” classes in mathematics, literature, and English.
According to educator To Thi Hai Yen, the school’s principal, the digital classroom is implemented using active educational methods based on technological platforms, placing students at the centre, thereby helping form and develop students’ qualities and competencies while ensuring students can safely access information and digital content on all devices used at school. From the 2026-2027 academic year, depending on actual conditions, the school plans to expand this model throughout the entire school.
Meanwhile, from the practical experience of Quoc Oai High School (Ha Noi), Principal Nghiem Hong Trung believes that digital transformation is a long-term process requiring comprehensive innovation from administration to teaching organisation, with digital skills training for teachers serving as the core “key”. The school has implemented digital transformation by digitising data on staff, teachers, and emulation activities, while increasing the application of AI to analyse examination results, thereby overcoming limitations in teaching. Teachers have proactively exploited digital learning materials and organised classes in virtual environments, used data to monitor students’ progress, and selected suitable technologies to improve lesson effectiveness.
Connecting Electronic Academic Record Data
Nguyen Van Hien, Director of the Ha Noi Department of Education and Training, stated that the digital transformation revolution and AI are reshaping every aspect of life, and the capital’s education sector must also innovate and adapt. The 2025-2026 academic year was a foundational year for education. Closely following the spirit of the Politburo’s Resolution No. 57-NQ/TW, the capital’s education sector decisively renewed management thinking and safely and scientifically organised entrance examinations. It also implemented substantive teaching and learning while moving towards international integration. The quality of both mass and advanced education in the capital continues to affirm its strong position; the high school graduation rate has risen to the leading group nationwide. In preparation for the new 2026-2027 academic year, Ha Noi’s education sector is focusing on comprehensive digital transformation, using data and AI as leverage.
“Ha Noi’s education sector will not stop at merely applying technology but will move towards building a synchronised digital education ecosystem. It will strongly promote STEM/STEAM education, robotics, and especially enhance the position of English so that students in the capital can confidently integrate globally,” Hien affirmed.
Ha Noi’s education sector will not stop at merely applying technology but will move towards building a synchronised digital education ecosystem. It will strongly promote STEM/STEAM education, robotics, and especially enhance the position of English so that students in the capital can confidently integrate globally.
Nguyen Van Hien, Director of the Ha Noi Department of Education and Training
Meanwhile, according to Vu Dinh Hung, Director of the Tuyen Quang Department of Education and Training, digital transformation and the application of information technology and AI in management and teaching have always been priorities for the education sector. Information technology infrastructure at educational institutions continues to be invested in according to standardised and modern orientations; all educational institutions have been provided with internet access; and the information technology application capacity of management staff and teachers has gradually improved to meet the requirements for innovation in management, teaching methods, and assessment. More than 95% of primary schools and 100% of lower and upper secondary schools have been equipped with computer rooms; 222 out of 695 general education schools have online classrooms serving online teaching, professional activities, and online class observations; and most teachers are proficient in using and applying several digital platforms in teaching.
School management software systems have basically been implemented synchronously nationwide, connecting departments-communes-schools. The online admission system on the National Public Service Portal has been completed at a “full-process” level, allowing candidates to register for upper secondary graduation examinations and university and college admissions entirely online, ensuring both transparency and convenience. The application of AI and big data analysis has initially been integrated into software supporting teachers in creating examination questions, grading, and data management, while academic records have initially been digitised, moving towards interconnected electronic academic record data.
Pham Ngoc Thuong, Permanent Deputy Minister of Education and Training
Pham Ngoc Thuong, Permanent Deputy Minister of Education and Training, stated that in recent years, the Ministry of Education and Training has focused on perfecting the legal framework to promote digital transformation and the application of science and technology in education. Specifically, it has issued a set of indicators assessing the level of digital transformation for Departments of Education and Training, general education institutions, and preschool education institutions nationwide. The education sector’s database system has basically been completed, with nearly 24.55 million electronic records digitised and connected with the national population database.
School management software systems have basically been implemented synchronously nationwide, connecting departments-communes-schools. The online admission system on the National Public Service Portal has been completed at a “full-process” level, allowing candidates to register for upper secondary graduation examinations and university and college admissions entirely online, ensuring both transparency and convenience. The application of AI and big data analysis has initially been integrated into software supporting teachers in creating examination questions, grading, and data management, while academic records have initially been digitised, moving towards interconnected electronic academic record data.
