Abstract

This study examines the management of school–family collaboration in moral education through digital platforms at primary schools in Chợ Lách Commune, Vĩnh Long Province. An online survey of 20 school administrators and 80 teachers was conducted from August to September 2026, supplemented by interviews with 10 administrators. Data were analyzed using descriptive statistics and interview findings. The perceived necessity of management was rated very high (M = 4.34). The four management functions—planning, organizing, directing, and monitoring and evaluation—received high ratings, ranging from 3.53 to 3.76, with monitoring and evaluation rated lowest. Key limitations included insufficient assessment of family circumstances, limited alternative communication channels, inadequate digital competence, and ineffective use of data for improvement. The findings highlight the need for context-informed planning, stronger support for family participation, and evidence-based adjustments to collaborative activities. As the results reflect participants’ perceptions, they do not establish causal effects on students’ moral development.

Keywords: Digital platforms, educational management, moral education, primary schools, school–family collaboration.