Digital transformation in ethnic minority semi-boarding schools in Vietnam

Towards inclusive and interactive learning environments

Bibliographic Data

ID21631598
AuthorsLam Thuy Duong (TNU – University of Education), Phi Dinh Khuong (0009-0004-7930-7335, TNU – University of Sciences, corresponding author)
Year2026
Pages1-24
Publication date2026-03-18
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2026.2643469
OpenAlexW7138904556
LanguageEN
References cited58

This study explores the key determinants of digital transformation in ethnic minority semi-boarding lower secondary schools in Northern Vietnam, where interactive learning environments are constrained by infrastructural deficits and socio-cultural marginalization. Grounded in the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), the study employs a quantitative research design to examine teachers’ behavioral intention to adopt educational technologies. Survey data were collected from 719 teachers working across 15 ethnic minority semi-boarding lower secondary schools. The structural model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM), complemented by an Importance – Performance Map Analysis (IPMA) to identify priority areas for intervention. The findings indicate that facilitating conditions, performance expectancy, and habit significantly predict teachers’ behavioral intention to adopt educational technology. The model demonstrates strong explanatory power (R2 = 0.733) and satisfactory predictive relevance (Q2 > 0) within the studied semi-boarding context, providing context-sensitive support for the applicability of UTAUT2 in underserved educational settings rather than claims of broad generalizability. By situating digital transformation within remote ethnic minority regions, this study contributes to theoretical refinement and provides context-sensitive policy implications aimed at enhancing interactivity, equity, and sustainability in digital learning ecosystems in the Global South

Digital divide · Digital Learning · Educational technology · Electronic learning · Ethnic group · Interactive Learning · Interactive media · Qualitative research · Technology integration · Global Education and Multiculturalism · Global Education Systems and Policies · Global Educational Policies and Reforms

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