Abstract

In the context of Vietnam’s 2018 General Education Curriculum, diKerentiated instruction has become essential for primary teachers to address students’ diverse abilities, needs, and characteristics. This study examines the diKerentiated instruction competence of 220 Primary Education students at Hung Vuong University from cohorts K20, K21, and K22. Data were collected through questionnaires and analyzed using SPSS 20.0 based on a 've- component competency framework. The results show that students’ competence ranged from moderate to good levels: K20 reached a good level (Mean = 4.07), K21 also achieved a good level (Mean = 3.59), while K22 attained a moderate level (Mean = 3.15). Designing diKerentiated lesson plans was rated highest, whereas instructional implementation, classroom management, and student assessment remained limited, especially among lower- year students. Accordingly, the study proposes measures such as raising awareness, developing a competency development process in the context of digital transformation, and strengthening professional practice in primary schools.

Keywords: DiKerentiated instruction, diKerentiated instruction competence, primary education.