Vietnamese teachers’ career adaptability in implementing the 2018 competency-oriented curriculum: a case within a Confucian heritage culture

This study investigates the level of career adaptability among Vietnamese teachers during the implementation of the innovative 2018 competency-oriented curriculum within the context of a Confucian heritage culture. It also examines differences in career adaptability based on teachers’ years of professional experience. Data collected from 876 teachers across various provinces in Vietnam revealed that those with 6 to 20 years of experience demonstrated the highest levels of career adaptability, surpassing those in both the early-career (1–5 years) and late-career (21+ years) groups. This research contributes to the integration of psycho-educational adaptation theory with cultural perspectives, highlighting how Confucian values shape professional responsiveness and adjustment behaviors. Implications are offered for teacher development policies in culturally rooted education systems undergoing reform.