Abstract

This study evaluates the implementation and effectiveness of integrating digital technology into 30% of the instructional time allocated to political theory courses at Nha Trang University. A mixed-methods approach was employed, combining learning management system (LMS) data analysis with a questionnaire survey of 141 students. The findings indicate that the model has produced several positive outcomes: 86.5% of respondents considered the video lectures concise and easy to understand, 87.1% reported that the model enabled greater flexibility and autonomy in managing their study time, and 84.4% supported maintaining the 30% online learning component. Technical support provided by the technology company through the ntu.evobright.edu.vn platform also achieved an 85% student satisfaction rate. Nevertheless, psychological and motivational barriers remain significant, as 50.3% of students acknowledged occasionally losing interest and adopting a superficial approach to screen-based self-study. Some students also regarded digital learning as a convenient means of avoiding active engagement with courses they found unappealing. These findings suggest that, despite its current limitations, the integration of digital technology into political theory courses is both necessary and potentially effective. The article proposes several key measures, including designing more interactive digital lectures, strengthening lecturers’ learning-data management competencies, and establishing closer coordination among the university, students, and educational technology providers.

Keywords: Digital transformation, LMS, Nha Trang University, online learning, political theory.