¹PhD. Nguyen Duc Huan, ²MA. Ninh Thi Thuy Nga

¹Thu Dau Mot University, Ho Chi Minh City, Viet Nam
²Thu Dau Mot University, Vietnam

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i7n14

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ABSTRACT

The growing adoption of STEAM education in early childhood education has highlighted the need to prepare pre-service teachers with interdisciplinary competencies required to design and implement integrated learning experiences. However, Vietnam has not yet established a comprehensive competency framework specifically for STEAM education in early childhood teacher preparation. This study aimed to develop a STEAM education competency framework for pre-service early childhood teachers and to report its implementation within the Early Childhood Education program at the Faculty of Education, Thu Dau Mot University. The study employed a qualitative approach based on document analysis, synthesis of international and national competency frameworks, and analysis of institutional implementation practices. The proposed framework consists of three core competency domains: cognitive competence, instructional competence, and affective competence, encompassing the essential knowledge, skills, and professional dispositions required for organizing STEAM educational activities. The study also documents the implementation of STEAM-oriented curriculum development, lecturer professional development, practical training activities, and institutional support mechanisms. Findings indicate that the competency-based training approach has created favorable conditions for enhancing students' professional readiness, interdisciplinary thinking, and confidence in implementing STEAM education. At the same time, challenges remain regarding facilities, instructional resources, interdisciplinary expertise, and continuous professional development. The study contributes a contextually appropriate competency framework that can support curriculum development, teacher education, and professional development for early childhood education in Vietnam while providing practical implications for institutions seeking to strengthen STEAM teacher preparation.

KEYWORDS:

Competency, STEAM education, students, early childhood education (ECE).

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Cite this Article:Huan, N. D., & Nga, N. T. T. (2026). Report on Training and Professional Development Competency STEAM Educational for Early Childhood Education Students Faculty of Pedagogy Thu Dau Mot University. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(7), 1938-1944. https://doi.org/10.58806/ijsshmr.2026.v5i7n14

VOLUME 05 ISSUE 07 July 2026