Vietnam Boosts STEM Education to Address Skills Gap & Formal Learning Concerns

Hanoi – Vietnam’s Ministry of Education and Training (MOET) is pushing for a renewed focus on practical STEM (science, technology, engineering, and mathematics) education in secondary schools, acknowledging that current programs often fall short of preparing students for the demands of a rapidly evolving job market. The initiative, formalized during a recent workshop titled “Orientation for STEM Human Resource Training for High School Students,” comes as the nation faces a growing skills gap in key technological sectors.

The workshop, according to MOET officials, is part of a broader program to organize the National Science and Technology Research Competition for junior and senior high school students in the 2025-2026 academic year. Director of the General Department of Education and Training, Tay Van Tai, emphasized the importance of STEM development, citing resolutions No. 71-NQ/TW, No. 57-NQ/TW, and No. 248/2025/QH15 as foundational policy documents supporting the initiative.

Despite increased attention to STEM education, statistics reveal a persistent preference for social sciences among Vietnamese high school students. Approximately 60-65% of students continue to choose academic tracks combining social sciences, contributing to a shortage of qualified personnel in science and technology fields. This imbalance prompted Tai to state that the workshop should concentrate on effective implementation strategies, rather than simply defining what STEM education *is*.

Professor Le Anh Vinh, Director of the Vietnam Institute of Educational Sciences, delivered a frank assessment of current STEM programs, characterizing many as overly formalized and resembling craft lessons. “Currently, STEM activities in many schools are mainly focused on mechanical memorization and repetition, lacking the development of higher-order thinking, connection to the real world, and fragmentation in content and activity design,” Vinh stated. She stressed the need to acknowledge these limitations as technology presents new opportunities, but cautioned that technology is merely a tool, requiring a strong pedagogical foundation and skilled teachers to be truly effective.

The 2018 General Education Program offers increased flexibility in curriculum design, officially recognizing STEM education as a legitimate educational activity. However, the challenge remains of effectively teaching and learning STEM disciplines to develop future human resources. Chu Cam Tho, Deputy General Director of Phenikaa University, highlighted STEM as “the foundation for innovation and national digital transformation, with human resources being the central element of this development process.”

Vietnam is facing a significant shortfall in STEM professionals. TopDev, a Vietnamese tech recruitment firm, estimates a potential annual shortage of 150,000 to 200,000 IT specialists by 2025, particularly in areas like artificial intelligence, data science, engineering, and digital technologies. Tho argued that STEM education must begin at the secondary school level, shifting educational goals towards competency development and long-term sustainability. Universities, he suggested, should serve as “platforms” for STEM education, aiming to create future social value.

Vinh further emphasized that STEM education must extend beyond simply imparting knowledge and skills, incorporating values of sustainability and “smart” development, and requiring students to gain practical experience. She outlined three pillars for developing STEM human resources: professional competence (hard skills), innovative thinking, and technological ethics.

Integrating artificial intelligence and digital platforms into STEM education was presented as a potential breakthrough, but Vinh reiterated that technology’s effectiveness hinges on a robust pedagogical base. AI should be viewed as a tool to solve educational problems, not a replacement for teachers. Successful countries, she noted, are focusing on training and empowering teachers to leverage technology, transforming their role into that of facilitators.

Establishing a clear legal framework and ethical guidelines is crucial for the widespread adoption of AI, ensuring data security and the healthy development of students. As of today, MOET has not announced a timeline for the implementation of these guidelines, nor has it detailed specific plans for teacher training programs focused on integrating AI into STEM curricula.