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02438348033 Competence-based Education in Media and Communications
While the traditional teaching method focuses on transferring knowledge from teachers to the learners, competence-based education motivates them to acquire, create and translate knowledge into reality effectively. Competence-based education is to train the capacity and active thinking so the learners know how to make the best out of other people’s knowledge and apply what they have learnt into real-life situations. Based on the concept and experiences of competence-based education, the author proposes some recommendations to standardize the media and communication programs at the Academy of Journalism and Communication in particular and in the country in general.
Source: Journal of Political Theory and Communications, no 11 (2019).
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An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media
Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.
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