Professional skills development for University lecturers: A case study in the Mekong Delta region of Vietnam

Abstract

The quality of university education critically depends on the professional competencies of its teaching staff, which must align with ongoing educational reforms and global integration. Despite this, little research has investigated professional skills development for university lecturers in Vietnam’s Mekong Delta region a region facing unique socioeconomic and educational challenges. This study investigates the current state of lecturers’ professional skills and examines the design and implementation of related training activities. Using a survey-based quantitative research design, data were collected from 530 participants, including 108 managers and 422 lecturers from 11 public universities. Results reveal a high level of competency in general teaching and community-related skills but expose significant gaps in scientific research, academic writing, and digital transformation. Moreover, a critical discrepancy exists between the perceived necessity of professional development programs and their actual implementation, especially in training formats (mean = 3.51), indicating systemic inefficiencies. These findings underscore the urgent need for more targeted, practical, and responsive training strategies. The study contributes to educational policy and faculty development discourse by highlighting how structured, context-specific professional development initiatives can enhance teaching quality and research capacity in Vietnam and similar developing regions.