The CDIO approach in primary teacher education: evaluating the urgency and feasibility of management solutions

Teacher education in Vietnam is experiencing substantial transformation to meet the requirement for competency-based, practice-oriented training. Conventional courses exhibit deficiencies in equipping prospective educators for the intricate requirements of contemporary classrooms. The CDIO (Conceive–Design–Implement–Operate) framework, initially created for engineering education, is gaining recognition as an effective method to enhance integrated, experiential learning in teacher training programs. This study intends to assess the perceived urgency and feasibility of five particular management strategies for implementing CDIO-based changes in primary teacher education programs in Vietnam. It aims to furnish empirical facts to guide institutional planning and policy formulation for CDIO implementation. A structured questionnaire was distributed to 296 participants from three stakeholder groups: 28 administrators (9.5%), 96 elementary education lecturers (32.4%), and 172 undergraduate students (58.1%). Participants evaluated each suggested management solution utilizing a five-point Likert scale regarding urgency and practicality. Descriptive statistics, including mean and standard deviation, alongside Pearson correlation analysis, were employed to examine the data. All five solutions received high ratings for both urgency (M = 4.66, SD = 0.56) and feasibility (M = 4.59, SD = 0.58), indicating strong stakeholder consensus. The highest-rated item in both dimensions was the development of specific and detailed output standards. A strong positive correlation was found between urgency and feasibility scores (r = 0.868, p < .001), suggesting aligned stakeholder perceptions. The results highlight a conducive environment for the implementation of CDIO-based reforms in primary teacher education in Vietnam. Stakeholders perceive these reforms as essential and attainable. Strategic initiatives must concentrate on the development of output standards, the enhancement of awareness, and the restructuring of curricula in accordance with CDIO principles.