"Most importantly, learners must develop self-discipline in their studies."

Continuing the series "The issue of students' adaptation to credit-based training through student scientific research projects."In this article, we had a discussion with the group of students: Dang Thi Bich Hang, Pham Thi Hoa, Hoang Mai Anh, K50 and K51 Psychology - authors of the research topic "Research on the adaptation of K52 students of the Faculty of Social Sciences and Humanities, Vietnam National University, Hanoi to credit-based training."

- Reporter:Why did you choose K52 as your research subject?

- Student Group (NSV)Because this is the first cohort where the school has fully implemented the credit-based training model, you are the first to experience the changes from the old to the new learning method. You will benefit from the advantages but will also have to adapt to the changes that the new training model brings.

- PV:Your research topic is about students' adaptation to credit-based training. Could you elaborate on your concept of adaptation?

- NSVIn our view, "adaptation" refers to a new environment or circumstance with new demands and requirements not previously encountered in our experience. We need "adaptation" when we have to familiarize ourselves with and integrate into that environment – ​​as a condition, an important quality that helps humans survive and develop. To some extent, this seems similar to the "survival instinct of the species." If animals need "biological adaptation" (a concept introduced by Darwin) to ensure the survival of the body in the face of changes in the environment – ​​natural conditions – then for humans it is "psychological-social adaptation." Humans must not only respond to the demands of the natural environment but also the social environment; not only maintain their existence but also influence that environment according to their will. Clearly, the ability to adapt demonstrates the dynamism, activeness, and flexibility of each individual. It is especially necessary in today's volatile living environment. This is also one of the reasons why we are very interested in researching "adaptation." We would like to emphasize that the concept of "adaptation" we use here falls under the category of "psychosocial adaptation" (as demonstrated in this thesis).

In short, "adaptation" is the act of changing and adjusting oneself (in terms of consciousness, habits, behavior, etc.) to suit the demands of new circumstances in order to maintain survival and development.

- PV:So, what criteria are you using to study students' adaptation to credit-based training?

- NSVFrom a psychological perspective, a well-rounded personality is always considered at three levels: cognition, attitude, and behavior. When faced with an event, an individual must have a correct and comprehensive understanding, coupled with an appropriate attitude, in order to translate that understanding into positive behavior and achieve good results.

With that understanding, and building upon the theoretical foundations of studies on "adaptation" in Psychology, we propose criteria for evaluating the adaptation of students during their credit-based training. We consider all three aspects: cognition, attitude, and behavior. Firstly, the subject correctly and fully understands their own conditions and circumstances; secondly, they exhibit a positive attitude, expressing feelings of satisfaction and enthusiasm towards those conditions and circumstances; and not only do they have good cognition and a correct attitude, but the highest manifestation of this adaptation is the subject's active participation, responding to the demands of the circumstances and achieving good results.

When all three criteria are met and clearly demonstrated through behavior and results, the level of adaptability of each individual can be assessed.

However, we also believe that the criteria presented are only relative, serving as a basis for reference when evaluating the issue. This is because assessing human adaptability (psychosocial adaptation) is not easy, especially since our assessment was made at a time when K52 students had only completed one semester of the training program.

- PV:One of the conclusions you drew from your research results is that "most K52 students expressed disagreement with the school's regulations on class time," specifically, "76.1% of students surveyed believe that the timetable arranged by the school is unreasonable." Could you elaborate on the aspects of their disagreement and what are the unreasonable points in the school's timetable arrangement?

- NSVRegarding the timetable, many students say that the courses are spread out throughout the day, meaning students attend a few classes in the morning, then have a break, and then attend a few more classes in the afternoon. For students living far away, this is time-consuming due to commuting. Some classes end at the last period of the morning, but the next course starts at the first period of the afternoon, leaving students only about 50 minutes for lunch and a break before moving between lecture halls. Class time is inconsistent, sometimes scattered, sometimes packed. Students are not yet accustomed to or adapted to this kind of schedule. Without fixed free time, students find it difficult to arrange their schedules.

- PV:Another conclusion drawn from your research is: "With their current abilities and skills, K52 students are not yet adapted to the content of the curriculum." Could you elaborate on this?

- NSVThe first-year curriculum is characterized by numerous general courses with a large volume of theoretical knowledge. Absorbing this vast amount of theoretical knowledge is already challenging, especially for first-year students who are adapting to self-study with only teacher guidance. Self-study requires proactive learning, effective study methods, reading skills, resource research, teamwork, time management, and stress management skills. First-year students, having adopted a passive learning style from high school, lack these skills.

To acquire these skills, students need support from multiple sources. Academic advisors should hold class meetings to understand students' difficulties and offer advice. The student union should organize training sessions on life skills and study methods. The school should provide facilities such as books, materials, and projectors. Students must know how to make the most of the available resources. Importantly, there must be coordinated efforts between students, the school, and the class.

- PV:In your opinion, since the implementation of the credit-based training model, what changes have occurred in teaching and learning at our school that have enhanced the active participation and initiative of both teachers and students?

- NSVThere has been a positive shift.

Students are proactively accessing more information sources, searching for materials from various sources such as newspapers and the internet. The formation of study groups and group activities has become more common and is showing initial effectiveness. Students are more conscious of preparing for class beforehand. They study daily, prepare for class, and participate in discussions, rather than studying only sporadically as before. During discussions, they have learned to present their ideas and use modern equipment effectively.

Instructors are increasingly using teaching aids to encourage student engagement in discussions and provide opportunities for students to present their ideas. Lecturers provide lesson outlines from the beginning of the year to help students proactively plan their studies.

However, there is still a tendency towards rote learning and note-taking, unsuccessful discussion sessions, and even with course outlines, teachers sometimes don't teach in the correct order... Some classes have very large numbers of students, while others have very few. Students can only choose their class times, not their teachers. Classes lack cohesion.

- PV:What difficulties do you think students currently face when it comes to self-study?

- NSVThe main difficulties relate to students lacking proper study methods and attitudes. For example, students lack motivation for self-study, haven't found interest in learning, and self-study hasn't become a need for them. In particular, many students lack the following crucial self-study skills:

Firstly, students haven't yet developed a self-study plan. For example, they haven't taken advantage of their free time to study...

Secondly, students lack the skills to find materials. For example, they don't know where to search, and some don't know how to use the library's computers to find the materials they need...

Thirdly, they lack reading skills and the ability to synthesize information is not good enough.

Other objective factors affecting students' self-study include facilities, for example. Abroad, there are lecture halls dedicated to self-study, computers for searching for materials, etc. Our school does not yet have such conditions.

- PV:You have stated that: “Students have a correct and relatively complete understanding of credit-based training... Most students have a positive attitude, consistent with the regulations and programs of credit-based training,” but “Students have not yet exhibited positive behaviors that meet the requirements and tasks of credit-based training,” leading to “low academic results,” meaning students are dissatisfied with their academic performance. So what are the reasons why correct understanding does not lead to correct behavior and the expected good results?

- NSVObjectively, this is because the demands of the learning tasks are high, requiring time and a process to transform awareness into behavior. They may have good awareness and a good attitude, but they lack the skills and habits, so they don't yet exhibit good behavior. This takes time, because adaptation is a process.

- PV:So, in your opinion, what should students do to best adapt to the credit-based learning model and achieve good academic results?

- NSVMost importantly, students must develop self-discipline in their studies. When they have the need, they will find suitable learning methods for themselves. Abroad, students have developed a habit of self-learning and proactive learning from earlier levels of education. In Vietnam, this hasn't been the case, making adaptation very difficult. However, students must overcome these challenges because learning is for themselves. This new training model is both a challenge and an opportunity for the new generation of students to train and adapt, becoming more confident in the trend of integration.

- PV:Thank you for the conversation..