USSH collaborated with the Ministry of Education and Training to develop and guide the implementation of Circular 02 on the Digital Competency Framework for Learners.

The University of Social Sciences and Humanities is a partner in building and implementing the digital competency framework.
Since 2020, VNU-USSH has collaborated with Meta Group to implement a project aimed at enhancing digital skills for students. The results of this collaboration are:digital competency framework for studentsOfficially announced by the university in May 2024, VNU-USSH was requested by the Ministry of Education and Training to support the development of a Digital Competency Framework for learners. In January 2025, the Ministry of Education and Training officially issued Circular No. 02/2025/TT-BGDĐT regulating this matter.Digital competency framework for learnerswithin the national education system.
Following the success of the digital competency project, since 2023, the University of Social Sciences and Humanities has continued its cooperation with Meta Group in a project to enhance AI skills for its faculty and students. Over 250 lecturers and staff and 1,000 students have received AI training. One of the key outcomes is the Artificial Intelligence Competency Framework for students, which will be introduced in July 2025.
Technology for people: Digital skills training through experience.
Speaking at the conference, Assoc. Prof. Dr. Do Van Hung - Head of the Department of Information and Library Science, University of Social Sciences and Humanities, quoted John Dewey's (1859-1952) philosophy of education: "Let us stop considering education as merely preparation for future life, and instead consider education as the full meaning of life unfolding in the present."

Assoc. Prof. Dr. Do Van Hung - Faculty of Social Sciences and Humanities, Vietnam National University, Hanoi, presents his paper at the conference. Photo: RMIT

Associate Professor Hung believes that Dewey's philosophy of "Education is Life" has contributed to changing societal perceptions of the nature of education. Because education is life, the curriculum needs to be closely linked to practice and experiential activities. Knowledge should not be merely imposed from the outside but must be formed through the learner's real-world experiences. The educational process should be learner-centered, rather than teacher-centered. This idea is particularly relevant in the current context of developing digital skills, where learners need to be proactive, creative, and in control of their own learning experiences.
Associate Professor Hung emphasized: "At the University of Social Sciences and Humanities, we not only train people who know how to use technology, but we also nurture digital citizens with humanistic values, identity, and responsibility." According to him, the university's digital competency approach strategy is developed on a humanistic foundation, with an integrated approach between technology and humanistic values ​​in the training program. The university defines its philosophy as: "Technology for people - People mastering technology."
In terms of implementation, the university has established output standards for digital and AI competencies, implemented curriculum innovation, and deeply integrated digital technology into each course module. Simultaneously, liberal education and social responsibility are integrated into digital training activities to comprehensively develop learners. A series of specialized modules related to digital and AI competencies have also been developed. Workshops and courses on digital and AI competencies with a humanistic focus are regularly organized to enhance the capabilities of lecturers and students. The university places particular emphasis on promoting a learner-centered digital learning ecosystem through connections and collaborations with businesses, organizations, and universities both domestically and internationally.
Integrating digital competencies into each subject and fostering multi-stakeholder collaboration in the implementation of the digital competency framework.
Experts attending the workshop unanimously agreed on the need to build a modern educational ecosystem where training programs are designed to integrate digital skills and artificial intelligence, digital transformation, and sustainable development. Digital skills and artificial intelligence should be integrated throughout the training programs to prepare learners for the changes of the times.

Developing digital skills for learners requires close and coordinated collaboration among all stakeholders. The Ministry of Education and Training (MOET) plays a central role in policy planning and strategic direction. Educational institutions are responsible for designing curricula and creating digital learning environments. Teachers are key in imparting knowledge and guiding digital skills in a creative and humane way. Learners are at the center of this process and need to be encouraged to develop critical thinking and master technology. Families play a supportive role, providing psychological assistance and guidance for healthy technology use. Finally, employers contribute to shaping practical requirements and connecting digital skills with the labor market. Effective collaboration among all parties will create a comprehensive and sustainable digital education ecosystem.
Digital transformation in education is not just about technological change, but also requires a revolution in thinking – from how we teach and learn to how we understand the role of education in a digital society. In this process, developing digital citizenship cannot be separated from a humanistic foundation, because technology is only truly meaningful when it serves people ethically, responsibly, and respectfully of diversity. Universities, as centers of knowledge and innovation, need to work together to shape a responsible, inclusive, and humanistic future of digital education – where all students are equipped with digital competencies linked to critical thinking, personal identity, and global citizenship.