Evaluating the current state and recommending solutions for the development of open pedagogy: A case study in Vietnam

To identify the current state of implementation accurately and find solutions for building and developing Open Pedagogy, this study conducted a survey at Ho Chi Minh City University of Technology and Education, Vietnam. The survey included 421 participants (21 school administrators, 55 lecturers, and 345 students). The survey data were processed via the Statistical Package for the Social Sciences (SPSS). A 5-point Likert scale was used. The average values were categorized as low (1.00 - 1.80), average (1.81 - 2.60), good (2.61 - 3.40), very good (3.41 - 4.20), and excellent (4.21 - 5.00). The survey results indicate that the practice of Open Pedagogy in Vietnam is still in its early stages. Awareness and understanding of Open Pedagogy among relevant stakeholders, including administrators, teachers, and learners, are not yet profound. Lecturers and students either never practiced open pedagogy activities or encountered many difficulties when initially practising them. Barriers include inconsistent awareness, a lack of understanding, insufficient implementation skills, incomplete legal regulations, and inadequate infrastructure for opening pedagogy. On the basis of the evaluation results, this paper proposes five solutions for the development of Open Pedagogy. These solutions aim to eliminate barriers and encourage organizations and individuals in society to participate in developing Open Pedagogy. The proposed solutions received high consensus from administrators, lecturers, and students regarding their fundamental and urgent nature. The government, the Ministry of Education and Training, and educational institutions should promptly implement these solutions.