The flipped classroom (FC) model has long brought significant benefits to higher education, secondary, and elementary education, particularly in improving the quality and effectiveness of learning. However, the implementation of FC model to support elementary students in developing self-learning skills (autonomous learning, independent study, self-directed learning) through technology still faces numerous challenges in Vietnam due to various influencing factors. Data for the study were collected through direct questionnaires and online surveys from 517 teachers at elementary schools in Da Nang, Vietnam. Based on SEM analysis, the study identified factors such as perceived usefulness, accessibility, desire, teaching style, and facilitating conditions. The research findings indicate that factors like the perceived effectiveness of the model, teaching style, and facilitating conditions have a positive correlation with the decision to adopt the FC model. Therefore, to encourage the use of the FC model in teaching, it is essential to raise awareness of the model’s effectiveness, improve teaching styles, and create favorable conditions for implementation.

This study focuses on the competency structure factors of elementary school English teachers under China’s new curriculum standards, aiming to reveal the core competencies that teachers should possess in the context of education in the new era. Through the comprehensive application of qualitative interviews and quantitative questionnaire survey methods, this study provides an in-depth analysis of the competency structure of primary English teachers. It was found that the competency structure of elementary school English teachers is mainly composed of six dimensions: professionalism, personality traits, teaching ability, student views, teaching organization strategy and research ability. These dimensions work together to influence teachers’ teaching effectiveness and students’ learning effectiveness. The study also found that there were significant differences in the competency characteristics of elementary school English teachers across gender, teaching experience and educational qualifications. In general, this study provides a theoretical basis and practical guidance for the professional development of elementary school English teachers, which can help to improve the quality of teachers’ teaching and promote the comprehensive development of students.

Environmental Education (EE) programs are of crucial importance. EE are aimed at global citizenship to generate new knowledge and new, more participatory and conscious ways of acting in the environment. This study, therefore, wants to verify the effectiveness of a training intervention that is based on education on climate change issues and on the active participation of subjects in the dimension of the small psychological group. At the intervention 309 students took part, equally distributed by gender (52.1% males), 64.4% enrolled in primary school, 35.6% enrolled in lower secondary school. A quantitative protocol was administered to evaluate the effectiveness of the intervention. The study shows an increase in pro-environmental behaviors and their stability even after 15–30 days. The intervention seems to be effective in triggering pro-environmental behaviors and maintaining them in the following weeks. The results of this study highlight the need to develop environmental education pro-grams in schools to increase levels of knowledge and awareness on the issue of climate change.