Changes In The Relationship Of Pedagogy And Educational Science

CHANGES IN THE RELATIONSHIP OF PEDAGOGY AND EDUCATIONAL SCIENCES Le Ngoc Hung, Trinh Van Minh, Mai Quang Huy (Faculty of Educational Management, VNU University of Education) Abstract Pedagogical science is defined as the science that studies education within the school At the same time, pedagogical science, often called pedagogy, is considered an indispensable part of educational science that studies human education Pedagogical science with different variations and names has developed and become[.]

AND EDUCATIONAL SCIENCES

Le Ngoc Hung, Trinh Van Minh, Mai Quang Huy

(Faculty of Educational Management, VNU University of Education)

Abstract: Pedagogical science is defined as the science that studies education within the school At the

same time, pedagogical science, often called pedagogy, is considered an indispensable part of educational science that studies human education Pedagogical science with different variations and names has developed and become one of the educational sciences that study children and adult education within the school and society However, pedagogy, pedagogical science and educational sciences all face the problem of excess of reasoning and lack of scientific theory; excess of practical experience and lack of scientific practice According to the general system theory approach, pedagogical science transforms and becomes an educational science in the system of educational sciences that study the laws of formation, movement, change, and development of systems of the

“society – education – people” relationships The article uses the method of literature review to clarify the issues raised in the relationship of pedagogical science with educational sciences Since then, the report suggests policy implications and solutions to contribute to the development of pedagogical science in close relationship with educational sciences

Keywords: pedagogy, education study, educational science, educational sciences.

1 INTRODUCTION

Education is always a topic that attracts wide attention of the whole society, including leaders, managers, researchers and educators This creates a great opportunity for ideas and opinions, which are very rich and diverse, and poses a challenge to clarifying scientific problems arising in education

in general and in research educational sciences in particular The question of terminology alone can cause controversy, for example Pedagogy or Pedagogical Science? Educational Science or Educational Sciences? Another issue is what is the relationship between pedagogical science and educational science? This article is not intended to raise and answer all of these questions The purpose of the article is to clarify the problem of lack of scientific theories of pedagogical science and educational science Applying the general systems theory approach, the article emphasizes that the position and role

of pedagogical science continues to change and becomes one of the educational sciences whose basic research object is the relationship of “society - education - people”

2 RESEARCH METHODS

The article uses a review research method including document review, scoping review and document content analysis The research sample is mainly monographs, textbooks for undergraduate and graduate training in pedagogy, pedagogical science, educational science and other content related to the research

topic At the same time, the survey samples are articles published in specialized journals of educational science and a number of policy documents related to research and training in educational sciences

3 OVERVIEW ON PEDAGOGY, PEDAGOGICAL SCIENCE, AND EDUCATIONAL SCIENCE(S)

Pedagogy: the origin of pedagogical science, educational science(s)

The term “pedagogical science” is not as common as the terms “pedagogy” and “educational science” in Vietnam This is evident in a series of books called “pedagogy” and “educational science”, however it is very rare to find a book called “pedagogical science”1 in monographs and textbooks Therefore, it is necessary to understand the content of the concept of pedagogical science through the content of concepts and definitions of pedagogy and educational sciences

When giving a definition of pedagogy, one author said that the origin of this term comes from the

Greek paedagogus, meaning to lead male children, is based on the activity of the adults affects boys,

later extends to girls, and now affects adults Since then, pedagogy is considered as a science that studies the purposes, tasks, objects, contents and methods of education (both for children and adults)2

Other definitions of pedagogy may not quote the origin of the foreign word for “pedagogical science”, but all consider pedagogy as a science of human education, that is “pedagogical science” Some examples of definitions are as follows

Pedagogy is a scientific discipline whose research object is the educational process with a broad connotation, covering all educational and teaching impacts, oriented towards a definite purpose, organized in a reasonable and scientific in order to form and develop learners’ personality3

Pedagogy is a science that studies the process of educating people with the object of study is the educational process, a special process in the activities of human society4

Pedagogy mainly studies the process of human educating and mainly studies the formal education process, which has a specialized nature of society (conscious and organized educational impact)5 Pedagogy is an educational science that studies the nature, laws, trends and future development of the educational process, with factors and means of human development as a personality in the whole of life6 Following the same concept, but some authors specify that the object of pedagogy is “teaching - educating”7 Without mentioning pedagogy, some authors define: ‘Educational sciences are a specialized field of science that studies educational things, phenomena, problems, and processes in order to understand the educational characteristics and relationships, and promoting the laws of educational processes and activities”8

1 Applied Pedagogical Science Research Publisher of Pedagogical University Hanoi 2010.

2 Nguyen Tien Dat 2004 Comparative Education VNU Publishing House, Hanoi.

3 Nguyen Sinh Huy – Nguyen Van Le 1999 General Pedagogy Education Publishing House, Hanoi.

4 Pham Viet Vuong 2014 Pedagogy VNU Publishing House, Hanoi.

5 Tran Anh Tuan, Ngo Thi Thu Dung, Mai Quang Huy 2009 General Pedagogy VNU Publishing House, Hanoi.

6 Tran Thi Tuyet Oanh (Chief author), Pham Viet Vuong - Bui Minh Hien - Nguyen Ngoc Bao - Bui Van Quan - Pham Hong

Vinh – Tu Duc Van 2016 Textbook of Pedagogy University of Education Publishing House, Hanoi.

7 Thai Duy Tuyen 2001 Modern Pedagogy VNU Publishing House, Hanoi.

8 Tran Khanh Duc 2011 Textbook of Educational Sciences Research Methodology VNU Publishing House, Hanoi.

The content of educational sciences

The term “educational sciences” has been used, but is mainly used to refer to the disciplines of

“educational sciences” in the sense of pedagogy Some examples can be given as follows

System content Some authors refer to the system by listing its components “The system of

educational sciences includes: history of education and pedagogy The later can be divided into different levels such as pedagogy of preschool education, pedagogy of general education, pedagogy of vocational education, pedagogy of higher education, pedagogy of adult education; pedagogy of special education; theory of subject teaching”1

General - major content: The scientific knowledge system of pedagogy is usually composed of

scientific specialties:

Pedagogy (general): including general issues, theory of teaching, theory of education, theory of organization and management of schools

Specialized pedagogy: According to the level of study, there are pedagogy of preschool education, pedagogy of general education, pedagogy of vocational education, pedagogy of higher education, etc

By field, there are majors: pedagogy of special education, pedagogy of adult education; history

of education; comparative education; subject (as math, physics ) education; educational management; educational economics; sociology of education2

Scientific interdisciplinary content Do not use the word “educational sciences”, but some authors

argue that educational sciences develop according to the trend of differentiation and integration Therefore, educational sciences are constantly changing, developing many new majors such as philosophy of education, history of education, comparative education, economics of education, sociology of education, educational management3

Some authors specify pedagogy as a pedagogical science and as a discipline of educational sciences that specializes in the study of the educational process4 According to this concept, educational sciences are a broad field of science, with pedagogy and interdisciplinary subjects between education and philosophy, history, economics, sociology, national studies, the study of all aspects of education and training in schools and in society in order to guide the development of education5

4 RESULTS AND ISSUES

Result 1 The problem of pedagogy

A 2014 study on the weaknesses of more than 600 master’s theses on pedagogy and educational management in Vietnam found the problem of over-describing the situation and under-researching educational science theory6 That is: the majority (over 64%) of these theses focus on describing the situation and proposing solutions without scientific theory Only over 35% of these have “apply” theory to research topics

1 Nguyen Sinh Huy – Nguyen Van Le.op.cit.

2 Tran Anh Tuan et al., op.cit.

3 Tran Thi Tuyet Oanh et al, op.cit.

4 Mai Quang Huy 2018 “Compare Bachelor of Education Science Programs” VNU Journal: Education Studies 34(1):47-57.

5 Ibid.

6 Tran Thanh Ai 2014 “ Weakness of scientific research in education in Vietnam: Causes and solutions.” Can Tho University

Journal of Science, Part C: Social Sciences, Humanities and Education 33(2014): pp128-37.

A survey of pedagogical books found that pedagogy has educational theory and teaching theory, has a dialectical and historical materialist philosophical methodology, and has methods of pedagogical research However, the problem of pedagogy is that there is very little mention of “theory of educational sciences” If a study contains a certain theory, it is also not clear and specific to understand that it is a

“scientific theory” applied in education For example, a chapter on teaching theory of book on pedagogy simply states “According to the theory of operations we see…” and then lists some of the contents That chapter of reasoning does not present anything better than to make it possible to understand the theory of activity as a psychological scientific theory of human activity This theory was developed by a number of Russian psychologists and educators1 (former Soviet Union) and extensively researched and deployed in education and training practice in a number of countries including Vietnam2

Results 2 The problem of educational sciences

To contribute to the construction of “educational sciences” in Vietnam, the Journal of Educational Research No 2 in 1976 opened a page titled “Educational Science Terminology” This page is responsible for introducing the basic concepts of general pedagogy, pedagogy of subject education, general psychology, age and pedagogical psychology, age physiology, school hygiene, history of education3 Educational sciences have been defined as a system of scientific disciplines whose research object is the educational process in certain historical - social conditions4, the educational phenomenon in society5 As early as 1980, educational sciences were identified as having a structure of six disciplines: (i) theory and methodology

of educational science, (ii) educational theory, (iii) teaching theory, (iv) theory of organization and management of education and schools, (v) comparative education, (vi) history of education6

However, after nearly half a century, the problem of lack of scientific theory as a basis for building educational sciences is still an urgent issue that needs to be raised A review study (scoping) combined with document content analysis for articles in the Journal of Education in 2019 shows that the current status of research and theoretical implementation of educational sciences is as follows7 Firstly, the number of articles in the category “Theory of education - teaching” accounted for over 46% of the total

of over 700 articles of the Education Journal in 2019 Second, only nearly a third (31%) in a total of 325 articles “Theory of education - teaching” using words from the theoretical category in the title of the article and the abstract of the article Third, there are only a very small number of 17 articles, accounting for more than 5% of the total articles in the section “Theory of education - teaching”, introducing and applying nine theories of educational sciences in teaching specific subjects and lessons or apply them

in general in education and training Fourth, the articles cited are not many if not very few foreign documents on the theory of educational sciences in the world

Regarding foreign works on educational sciences translated into Vietnamese, there is a remarkable paradox as follows On the one hand, in recent years, many books by some foreign authors such as Jean Piaget, Montessori and Howard Gardner etc have been translated and published in Vietnamese and

1 Leonchep, A.N 1989 Activity, Consciousness, Personality Education Publishing House, Hanoi.

2 Pham Minh Hac 1989 Behaviour and activity Hanoi: Education Publishing House.

3 Ha The Ngu 2001 Education: Some theoretical and practical issues VNU-Publishing House, Hanoi p.26.

4 Ha The Ngu, Ibid.

5 Trinh Van Minh (Chief author) - Dang Ba Lam 2020 Education study research methodology VNU-Publishing House,

Hanoi: p 77.

6 Ha The Ngu, op.cit.

7 Le Ngoc Hung, 2020 “Theories of education studies for “society - education - human” VNU Journal of Science: Education

Research, 36(3): 61-67.

have been referenced, researched and introduced Practical books on a theoretical subject such as mind maps have been translated and published many times in Vietnam However, there are still many books on theories of educational sciences that have not been translated into Vietnamese On the other hand, a theory that has been researched and applied the most in 2019 in the Journal of Education is Kolb’s theory of experiential learning But almost none of David Kolb’s books1 have been translated and published in Vietnamese

Preliminary findings from a 2019 scoping study of articles in a peer-reviewed educational journal may help confirm the hypothesis It is hypothesized that: studies on pedagogy, pedagogical science, and educational sciences in Vietnam are still facing the problem of lack of scientific theory Therefore, it is necessary to strengthen research, introduce and creatively apply theories of educational sciences in the world in fundamental and comprehensive renovation of education and training in Vietnam

Result 3 Problems in the research contents of educational sciences

The basic research contents of educational sciences can be found in the Science and Technology Classification of the Ministry of Science and Technology, in 2009 Accordingly, educational sciences include three contents with corresponding codes are educational science in general, special education (science) and other educational science issues (box 1) Pedagogy is one of the discipline of educational sciences in general

Box 1 Code and content structure of educational science

503 Educational science

50301 Educational science in general, including training, pedagogy, educational theory, Including main content such as: General educational theory; Pedagogy; Teacher training; Education system; Pre-school education; General education; Higher education; Post-graduate education; Ongoing training; Lifelong learning; Professional training; Vocational training; Other general education and training issues

50302 Special education (by subjects, for people with disabilities,) Includes main contents such as: Education in special cases; Education in specialized schools; Education for people with disabilities; underdeveloped; Other special education

50399 Other educational issues

Source: Ministry of Science and Technology Classification of fields of scientific and technological research (De-cision No 12/2008/QD-BKHCN dated September 4, 2008 of the Ministry of Science and Technology and De(De-cision

No 37/QD-BKHCN dated January 14, 2009 amending Decision 12/2008/QD - BKHCN) Hanoi, June 2011.

Result 4 Problems in the training content of pedagogy and educational sciences

The Education and Training Directory of the Vietnamese national education system (2017) defined: “Educational sciences are a group of disciplines and professions focusing on teaching and learning principles and theories, including curriculum development, program inspection and evaluation, educational research, other educational sciences”, and stipulated training programs of the group of

1 Even one of the most cited books is Kolb’s book, David 1984 Experiential Learning: experience as the source of learning and development Englewood Cliffs, Prentice Hall.

educational sciences at the levels of higher education (table 1) Pedagogy appears in undergraduate and graduate training programs, including training at master’s and doctoral levels Theories of educational science and Methods of educational science (research) are not found in training programs at master’s and doctoral levels At the undergraduate level, there are bachelor’s degree programs in pedagogy and educational management

Table 1 Programs of educational science training

Training

program Educational Pedagogy

management

Pedagogy Educational management Teaching theories and methods Subject teaching theories and methods

Measurement and evaluation in education

Designing educational and teaching means

Comparative and international education

Special Education

Pedagogy Educational management Teaching theories and methods Subject teaching theories and methods Measurement and evaluation in education

Designing educational and teaching means

Comparative and international education

Special Education Theories and history of education

Source: Education and training directory of the Vietnamese national education system at undergraduate, master and doctoral levels According to Document No 15/VBHN - BGDĐT dated May 8, 2014; and Circular 25/2017/ TT-BGDDT dated October 10, 2017 of the Minister of Education and Training.

Results of a quick review of the catalog of knowledge of the Bachelor Program of Pedagogy of the National Academy of Education Management and the Bachelor Program of Educational Science

of the VNU University of Education discovered two important things The program of Bachelor of Educational Science has been trained at the VNU University of Education since 2019 for the first time in Vietnam The program of Pedagogy may lack “educational sciences” when there is no module with a name directly associated with this word, even though there is a module “General Pedagogy” Meanwhile, the Program of Educational Science has modules such as “Introduction to Educational Science”, “Educational Scientific Research Methodology”, “Theory of Human Development and Learning”, “Theories of Modern Educational Science”

The results of an overview of the table of contents of 2 textbooks on pedagogy are summarized

in Table 2 Both of these textbooks have been reprinted many times and are used in universities of teacher education In terms of content, both books have 4 parts with nearly equal number of chapters (18-19 chapters) Both books can be heavy on educational theory, teaching theory and practice of school education because there are three corresponding sections on this content However, both books are probably still lacking theory of educational sciences as not a part, a chapter and a section contains the word “theory of educational sciences” A thorough review of the content of the single chapter entitled

“Pedagogy as a Science” found no modern educational science theory mentioned in any section of this chapter Of these two chapters, only once B.P Skinner (1968) is credited with being the first to use

the term “teaching technology”1 Both of these books define pedagogy as science and both have the educational process as the object of study, perhaps similar to other definitions of pedagogy

Table 2 Summary of results of a review of two books on pedagogy

Name of the

Book type Textbook for universities and colleges of teacher education. (Textbook) For universities of teacher education

Publishing

House Hanoi National University of Education Hanoi National University of Education

Number of

Number

of parts /

chapters

4 parts / 18 chapters 4 parts / 19 chapters

Number of

Definition of

pedagogy Science has the task of studying the nature and laws of education, forming

theories of education and teaching,

in order to deploy and apply research results into real life (p 24)

Science that studies the nature, laws, trends and future development of the educational process, with factors and means of human development as a personality throughout the whole life (p 19)

Research

object the educational process of character formation for the young generation and

the process of training human resources for the society (p 23)

whole educational process, realistic with purpose, organized in a given society (p 19)

Discussion: From pedagogical science, pedagogy to educational sciences

The problem of lack of scientific theory as discovered above can be related to the history of scientific development in general and educational sciences in particular Similar to many other sciences, the emergence of a term such as Pedagogy perhaps only marks the birth of an activity, a field

of study in education Whether that field becomes a science similar to natural science or not requires certain conditions

Pedagogy can be distinguished with two meanings Firstly, pedagogy is a pedagogical science in the sense that it is a science that studies the educational process mainly of children as in the original Greek and mainly education within schools Secondly, pedagogy as pedagogical science has emerged and evolved in the historical development of society In both these senses, pedagogy must go through

a long history of research in partnership with and inherit the fruits of other sciences including physics, biology, psychology, social science and many other sciences Perhaps that pedagogy has become an

“educational science” studying the laws and regularities of the formation, movement and change of the

1 Tran Thi Tuyet Oanh et al, op.cit.

educational system and process since the second half of the nineteenth century1 This reflects the law of the development of disciplines in the field of social sciences and humanities For example, psychology appeared very early, but it was probably not until Wundt founded the psychology laboratory at the University of Leipzig in 1879 that psychology became a science and can be called at length “the science

of mind” and briefly called “psychological science”2 Another example is sociology that has appeared

in the form of ideas, a priori studies, and long experience in social history But it was not until 1838 that the term “sociologie” appeared in France, and the science of real sociology began to develop in the United States in 1892 The appearance of a word, a term including the use of a certain spectrum of words such as “educational science”, “pedagogical science”, and “educational science” is not enough to develop educational sciences Other conditions required include scientific institutions such as a scientific research organizations and corresponding specialized training in universities, specialized scientific journals, and respective professional associations

Similar to other sciences, educational sciences are a system of educational science theories, a system

of educational scientific research methods and methodologies Perhaps due to the lack of attention to the qualitative difference between pedagogy and educational sciences, many monographs, textbooks, and textbooks on pedagogy rarely give due attention to the presentation of the material and educational theories The lack of a clear theoretical approach to educational sciences can lead pedagogy to become a field of educational practice, pedagogical practice “excess theory, lack of scientific theory”3

5 PEDAGOGICAL SCIENCE IN EDUCATIONAL SCIENCES

The general systems theory approach of the educational sciences

It is easy to say that pedagogical science is a discipline within the educational sciences However, what does this mean if it does not answer the question what are educational sciences?

The educational sciences are not the sum total of the individual scientific disciplines Many authors simply list the sciences related to education to collectively call them “educational sciences” It should

be seen that educational sciences are formed and developed according to the general systems theory4 approach The general system theory approach emphasizes five characteristics of systems that always interact with their environment The five characteristics and also five principles of the system are openness, goal-direction, superiority, multidimensionality, and counter intuitiveness Thanks to that, the system always changes, differentiates, adapts and develops continuously in a complex relationship with the change of the surrounding environment This theoretical approach helps to answer theoretical and practical questions about the formation, transformation and development of educational sciences For example, when the advancement and extensive application of modern media, including digital communication and digital technology, appear in the environment, the educational sciences must also pay attention to the study of changes in the environment of the digital age

Theoretically, the general systems theory approach states that education is an open social system that always interacts with surrounding systems and environments Vietnamese society is innovating in the

1 Le Ngoc Hung, 2015b Sociology of Education VNU-Publishing House, Hanoi.

2 The behaviorist John Watson set forth his strict standard that only when psychology adopts a behavioral approach does psychology become an objective science.

3 Le Ngoc Hung, 2020 “Theories of education studies for “society - education - human” VNU Journal of Science: Education

Research, 36(3): 61-67.

4 Gharajedaghi, Jamshid 2005 Systems Thinking Managing chaos and complexity A platform for designing business architechture

Social Sciences Publishing House, Hanoi.

direction of industrialization and modernization in the environment of globalization, world integration and the Fourth Industrial Revolution with prominent elements of digital technology Education is a system made up of sub-systems in which the educational sciences must necessarily shift and innovate

to adapt to the changes of the whole society In practice, scientific theory has the position and role of

“guideline, torch to light the way” for human behavior and activities In science, theory is the basis, frame of reference for empirical research

The general systems theory approach in the educational sciences helps to answer the question of

“why”, without which the best scientists can only describe the reality of what kind of vision they see

It is difficult to identify causes and influencing factors Lacking a general systems theory approach, educators including educational administrators, teachers and learners find it difficult to grasp the nature of things and phenomena in open systems with surroundings Without this approach, educators, including teachers and learners, can only answer “what” and “how” questions and can act stereotyped, mechanically according to what is indicated, taught and learned With a general systems theory approach, educators not only have the quality and capacity to understand what the real problem is, but also the quality and ability to explain why this is so able to innovate, create and develop sustainably in an ever-changing environment In short, according to the general systems theory approach, it is necessary to consider the educational sciences as a system of educational sciences characterized by its “system of scientific research objects”

Research objects of educational sciences

Based on the modern general system theory approach1, it is possible to identify the research object

of the educational sciences as the relationship system “society - education - people” This is a “dual” relationship system with one side being the relationship between education and society and on the other hand the relationship between education and people2

The basic research question of the educational sciences is: how does the relational system of

“society-education-people” form, change and develop? From this basic question, many specific research questions can be raised, for example: what is the position and role of education in a digitized society? What is the position and role of education for people in the digital age? Regarding the topic of this study, it is possible to ask questions: pedagogy, pedagogical science and educational sciences are changing their position and role3 for both society and people in the transition process to market economy and world integration of the digital age?

Education not only imparts scientific and technological knowledge but also conducts research to produce scientific and technological knowledge The new pedagogical science in educational sciences has the task of contributing to research and clarify the change of the “society - education - human” relationship system in the digital era Pedagogical science, pedagogy, and educational science, although it

is not enough to expand the scope of school education research to family education, social education, and interdisciplinary and transdisciplinary Because the problem is not simply expanding or interdisciplinary

in a mechanical, mechanical way of addition, or extension The problem is evolution, development

1 Le Ngoc Hung 2015a Social system, structure & differentiation VNU-Publishing House, Hanoi.

2 Le Ngoc Hung 2015b op.cit.

3 This hypothesis is posited in the way that Lyotard hypothesized that knowledge changes status as soon as societies enter the so-called post-industrial age and cultures enter the so-called postmodern age Lyotard, Jean-François 1979/2007 Postmodern situation Hanoi: Knowledge Publishing House P.59.

according to the system principle, the general system theory Pedagogical science also changes in the direction of applying the general system theory approach to study the object system which is the relationship system “society - education - people” According to the general systems theory approach, the educational sciences is a system of sciences that studies the laws of the formation, transformation and systematic development of the relationships “society - education - people” Thus, the research object

of the educational sciences (system) is the system of “society - education - people” relationships

In fact, some authors, although not invoking the general systems theory approach, still give the view

in the direction of considering the educational sciences as a system with research objects of different levels of the system from micro to macro According to this concept, the educational sciences study the macro - phenomenon of education such as demographic, economic, social, institutional or cultural issues that have a direct impact on education, but are outside of each individual1 Educational sciences research and teach theoretical issues and educational methods in schools and outside schools, which are methods

of knowledge transmission and capacity development for each individual2

6 CONCLUSION

The pedagogical science (pedagogy) is innovating from an educational science with many practices

in school education to a science with a central position and role in modern educational sciences to meet the requirements of world integration and the digital age In the trend of development according to the general system principle, which is reflected in the trend of specializing, inter-, trans-, multi-disciplinary, the current sciences have formed a system of “Educational sciences” which is not the addition of disciplines of educational science It is a system of educational sciences that includes different sciences and even competes in the unity of research with the same research object system, which is the system

of relationships of “social - educational - people” The educational sciences attempt to address the fundamental research question: how do people and societies decide to do education? How does education affect human development and social development? The answer from the system of educational sciences here is that people and society are increasingly actively and actively doing education in a scientific way

to ensure the development of human beings with a life in harmony with the surrounding environment Education based on educational sciences will play an increasingly important role in human and social development As an inevitable part of the system of educational sciences, pedagogical science also changes, develops according to the general systems theory approach and plays a central and core role in the study of the system of relationships of “society - education - people”

Within the framework of an article to present at a scientific conference, the article limits the scope

of an overview of some documents and focuses on applying the general systems theory approach to clarify a basis content of the educational science is its object of study The article is limited to stating the numerical factor as a factor of environmental change that education must take into account and the corresponding system of educational sciences must pay attention to research Another study may need to focus on clarifying the system of theories and methods of educational sciences that the new pedagogical science needs to apply and deploy to ensure that it meets specific requirements of the digital age

1 Trinh Van Minh, Dang Ba Lam, op.cit.

2 Ibid.