Institutional Strategies for Building Competency-Based Learning Environments in Higher Education: Evidence from Dong Thap University, Vietnam

Abstract

The rapid advancement of digital transformation and the Fourth Industrial Revolution (Industry 4.0) has fundamentally reshaped higher education, generating new demands for graduate competencies and institutional teaching practices. In response to these challenges, higher education institutions are increasingly required to develop competency-based learning environments that foster students' professional, digital, and lifelong learning capacities. This study investigates institutional strategies for building such an environment at Dong Thap University, Vietnam, with a particular focus on teacher education programs.

A mixed-methods research design was employed, integrating theoretical analysis with empirical investigation. Quantitative data were collected through a five-point Likert-scale survey administered to 334 teacher education students and 65 lecturers, while qualitative data were obtained through in-depth interviews. Statistical analyses were conducted using SPSS to examine perceptions of the learning environment and its contribution to competency development.

The findings indicate that an effective competency-based learning environment is a multidimensional construct encompassing physical, psychological, socio-cultural, and academic dimensions. Institutional strategies identified as particularly influential include pedagogical innovation, learner-centered teaching, digital learning integration, collaborative learning, and the expansion of experiential and project-based learning opportunities. These strategies significantly enhance student engagement, self-regulated learning, research capacity, and professional competency development.

This study contributes to the literature on competency-based education by proposing an integrated institutional framework for designing learning environments that support competency development in higher education. The findings offer practical implications for universities seeking to advance digital transformation, strengthen institutional autonomy, and develop smart higher education ecosystems capable of meeting the evolving demands of the knowledge economy.