The administrative merger in Southeast Vietnam has fundamentally reshaped regional governance, spatial configurations, and development priorities, creating urgent requirements for a more integrated approach to science and technology (S&T) human resource development. To assess the implications of this restructuring, the study employs a mixed-methods design that combines institutional diagnostics, comparative policy analysis, and quantitative evaluation of workforce indicators. Empirical data are sourced from national statistical agencies, ministerial datasets, provincial development reports, and international benchmarking studies. The analysis focuses on the S&T workforce within the newly configured administrative units of expanded Ho Chi Minh City, Dong Nai, and Tay Ninh, examining competency structures, spatial distribution, coordination mechanisms, and post-merger system dynamics. The findings reveal significant disparities in qualification profiles, weak cross-provincial linkages in training and research, and limited alignment between workforce planning and emergent regional development trajectories. Despite these constraints, the merger presents opportunities to consolidate training capacity, strengthen innovation networks, and enhance talent mobility. The study argues for a coordinated regional S&T human resource strategy supported by institutional harmonization, a functionally differentiated training system, AI-enabled workforce planning tools, and expanded regional–national–international cooperation to advance a knowledge-based, climate-adaptive development pathway for Southeast Vietnam.

Pronunciation is an essential factor in English learning. It affects intelligibility, communicative competence, and confidence, which are the primary factors in English language learning and pronunciation. However, the teaching of pronunciation has consistently been given less priority, especially in EFL contexts where it gets overshadowed by grammar and vocabulary. The current study explores the relationship between the attitudes of English majors towards pronunciation learning at a Vietnamese university, including both internal (learner-related) factors and external (contextual and instructional) factors. Using a quantitative method, information was gathered from 371 university students via a specifically designed questionnaire. Based on the results, most participants positively viewed pronunciation learning. Internal factors, like motivation, self-efficacy, and attitudes of learners, exhibited stronger predictive power compared to external factors, such as quality of instruction and support from the institution. In addition, gender and English proficiency were observed to affect the attitudes, with female students and students of higher proficiency having more positive views. Importantly, both internal and external factors were identified as strong predictors of the pronunciation learning attitudes, thus highlighting the combined effect of psychological and methodological influences. This study enhances the comprehension of the continuous interaction between the psychological and instructional factors, calling attention to the necessity of rethinking the curriculum design, teaching practices, and learner support in the context of EFL pronunciation instruction

Tan An was a former province in the Mekong Delta, now part of Long An Province, Vietnam. During the Vietnamese resistance against French colonialism (1945-1954), in addition to military, political, and economic activities, Tan An province vigorously organized and developed general education, becoming a highlight of the educational movement during the war in southern Vietnam. Using the methods of writing educational history and oral history, this article outlines the process of organizing and conducting general education in Tan An and its impact on the local resistance efforts. The results show that despite continuous warfare, general education activities in Tan An persisted, achieving significant accomplishments in eradicating illiteracy, raising public awareness, developing teaching staff, and constructing schools and classrooms suitable for wartime conditions. The educational development process in Tan An provides valuable lessons for building and developing general education during wartime, including experiences in leveraging the tradition of self-reliance to advance education and mobilizing community contributions when the state focused all resources on the war effort.

The patriotic activities of teachers, students, and pupils in the temporarily occupied regions of Long An – Kien Tuong were a particularly important part of the open political struggle on enemy territory during the resistance against the United States. Immediately after the 1954 Geneva Agreement, many schools in Long An – Kien Tuong established revolutionary bases. Some teachers mobilized colleagues, students, and the public to fight against anti-communist activities, forced conscription, and to demand civil rights and democracy. In subsequent years, Long An – Kien Tuong became the site of numerous diverse and creative struggles (rallies, demonstrations, leafleting, journalism, cultural activities...), attracting the participation of many educators and students. Some teachers and students actively participated in armed and covert operations, displaying many heroic acts of combat and sacrifice. Alongside activities in liberated areas, the struggle of teachers and students in the temporarily occupied regions of Long An – Kien Tuong contributed distinctive values, enhancing the illustrious history and tradition of Long An province's education sector today.

Cho Lon was a former province in southern Vietnam, now part of Ho Chi Minh City and Long An Province. During the Vietnam War from 1945 to 1954, Cho Lon province exemplified the practice of an all-people, all-out war across military, political, economic, and cultural fields. Using the method of writing history through oral narratives, this paper presents the process of organizing and developing general education in Cho Lon province in conjunction with the resistance movement led by the Democratic Republic of Vietnam. The results show that the Democratic Republic of Vietnam in Cho Lon province organized and developed general education throughout the resistance, even during the most intense periods of the war. The development of general education in Cho Lon province became an integral part of the resistance, contributing to its momentum and strength, and helping to achieve victory in the fight against French colonial invasion. The educational development in Cho Lon province from 1945 to 1954 provides valuable lessons for building an educational system during wartime.