Articles

Management of Experiential Activities in Primary Schools in the Context of Digital Transformation: A Case Study at a Public Primary School in Hanoi, Vietnam

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Background: Digital transformation is reshaping the management of teaching and educational activities in primary schools. This study examined experiential-activity management at one public primary school in Hanoi.

Methods: A qualitative case study was conducted in May 2026 using interviews with 11 purposively selected stakeholders, direct observation, activity outputs, school records, and digital materials. Data were analysed through the Plan-Do-Check-Act (PDCA) cycle.

Results: The school had digitised plans, used online coordination, encouraged digital learning resources, and begun collecting electronic evidence. However, plans were not updated regularly; infrastructure was unstable; monitoring criteria and instruments were not standardised; pupil and parent feedback was limited; and improvement remained situational.

Conclusion: Effective management requires a systematic, data-informed, and continuously improving PDCA process rather than isolated digital-tool use.

Contribution to literature: The study provides case-based evidence from a Vietnamese public primary school and clarifies the conditions required for digitally supported experiential-activity management.

Transparency, Trust, and Teacher Quality: Rethinking Educational Management Through a Governance Lens

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Teacher quality in contemporary education systems is often addressed through technical reforms emphasizing standards, performance measurement, and administrative accountability. However, such approaches tend to overlook the governance conditions under which professional quality is formed and sustained. This article rethinks educational management through a governance lens by examining the interrelationship between transparency, institutional trust, and teacher quality. Drawing on a critical review of literature in educational governance, organizational trust, and professional management, the study argues that the relationship between transparency and teacher quality is not direct but mediated by institutional trust. Transparency that is perceived as fair, consistent, and substantively accountable contributes to the formation of trust, enabling teachers to interpret policies as supportive of professionalism rather than as instruments of control. In trust-based governance environments, teacher quality emerges not merely as individual competence, but as a systemic capacity encompassing professional autonomy, reflective practice, contextual adaptability, and sustained commitment. Conceptually, this article contributes an integrated governance framework that positions transparency, trust, and teacher quality as mutually reinforcing dimensions of educational management. The analysis further highlights the potential role of digital governance innovations, including blockchain-based financial transparency, as institutional enablers strengthen accountability while fostering trust. By emphasizing the balance between accountability and trust, the article offers a governance-oriented perspective for developing more legitimate, sustainable, and systemically grounded strategies to enhance teacher quality.