IJIET 2025 Vol.15(11): 2546-2551
doi: 10.18178/ijiet.2025.15.11.2450
doi: 10.18178/ijiet.2025.15.11.2450
Developing Context-Specific Digital Learning Materials for Vietnam’s Reformed Natural Science Curriculum: A Needs- Based Approach for the “Living Things” Strand
Nguyen Thi Phuong Nhung1 and Pham Thi Huong2,*
1. Department of Primary Education, Vinh University, Nghe An Province, Vietnam
2. Center For Digital Learning, Cyber School, Vinh University, Nghe An Province, Vietnam
Email: Nhungpt@vinhuni.edu.vn (N.T.P.N); pthuong@vinuni.edu.vn (P.T.H.)
*Corresponding author
2. Center For Digital Learning, Cyber School, Vinh University, Nghe An Province, Vietnam
Email: Nhungpt@vinhuni.edu.vn (N.T.P.N); pthuong@vinuni.edu.vn (P.T.H.)
*Corresponding author
Manuscript received April 26, 2025; revised June 3, 2025; accepted July 9, 2025; published November 19, 2025
Abstract—Vietnam’s 2018 General Education Program (GEP-2018) introduces a competency-based approach, posing significant challenges for the integrated Natural Science subject in lower secondary schools. Effectively teaching complex topics within the “Living Things” strand requires engaging Digital Learning Materials (DLMs) that are often unavailable in traditional settings. This study details the rationale and systematic development of a suite of DLMs tailored for this curriculum. Grounded in a needs analysis survey involving 284 Vietnamese science teachers and established pedagogical principles, a diverse set of DLMs—including virtual experiments, simulations, 3D models, and e-learning lectures— was designed and created. The needs analysis confirmed significant barriers for teachers, including lack of time (87.3%), inadequate instructions (86.3%), and a scarcity of suitable, curriculum-aligned materials (68.0%), alongside a strong preference for interactive DLMs. The developed resources directly target core concepts in the “Living Things” strand (Grades 6–9) to enhance student engagement and conceptual understanding. This paper outlines the theoretical underpinnings, the systematic 7-step development process, and the characteristics of the resulting DLMs. While this study is limited by the lack of empirical classroom validation, it provides a crucial context-specific model for educational resource creation. It is recommended that future work focuses on evaluating the impact of these DLMs, potentially through quasiexperimental or action research designs, and developing targeted teacher training to support their integration.
Keywords—digital learning materials, curriculum development, e-learning, educational technology
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—digital learning materials, curriculum development, e-learning, educational technology
Cite: Nguyen Thi Phuong Nhung and Pham Thi Huong, "Developing Context-Specific Digital Learning Materials for Vietnam’s Reformed Natural Science Curriculum: A Needs- Based Approach for the “Living Things” Strand," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2546-2551, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).