Improving Critical Thinking Ability for High School Administrators: A Case Study in the Mekong Delta, Vietnam
DOI:
https://doi.org/10.14571/brajets.v18.nse3.107-117Keywords:
Competency, critical thinking, teacher, Mekong Delta, VietnamAbstract
This study assesses the current state of critical thinking among high school administrators in the Mekong Delta, Vietnam, and proposes solutions to improve this capacity. Through a mixed research method of survey, interview, and document analysis, the study identifies key constraints and influencing factors, such as training programs, support resources, and school culture. Proposed solutions include organizing specialized training courses, developing specific training programs, and creating a school environment that encourages critical thinking. The study not only improves critical thinking capacity but also contributes to improving the quality of education in the Mekong Delta, Vietnam today. Results shoe that Implementing intensive training strategies that combine theory and practice will play an important role in improving critical thinking skills. Managers need to be provided with opportunities to practice critical thinking through simulated or real-life situations where they can apply their knowledge and analytical skills to solve specific situations. In addition, monitoring and evaluating the effectiveness of practice will help to adjust and improve managers' critical thinking skills. When critical thinking skills are improved, not only will the personal capacity of managers be improved, but it will also contribute significantly to improving the quality of educational management. This will lead to innovation in school management methods, helping to increase transparency, efficiency and create a more favorable educational environment for students.
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Copyright (c) 2025 Nguyen Thanh Trang, Nguyen Hai Hoai Nhu, Huynh Thi Tuyet Ngoan, Luong Thi Hoai Thanh, Binh Cao Luong
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