International Education
PHAM, Thi Lan Huong
main achievements (article)
THI LAN HUONG, Pham; THUY ANH, Nguyen. Discrimination Toward Women with Disabilities (WWDs) in Vocational Training in Vietnam. VNU Journal of Science: Policy and
Management Studies, [S.l.], v. 38, n. 4, dec. 2022. ISSN 2588-1116.
Field of study
Inclusive Education, International Education
The kind of researcher you are aiming to become
My long-term goal is to advance inclusive education by bridging research, policy, and
classroom practice. Building on my current PhD work on Individualized Education Plans
(IEPs) in Vietnam, I aim to deepen understanding of how inclusive approaches support not
only academic achievement but also learners’ confidence, social engagement, and self-
regulation. Through this project, I hope to expand my expertise in evidence-based and cross-
cultural approaches to inclusion, benefiting from guidance within a global scholarly community.
I plan to strengthen my conceptual framework on IEPs and non-cognitive skill development,
and to continue fieldwork in inclusive schools to examine teachers’ practices that nurture
students’ holistic growth.
In the long term, I aspire to become a researcher who connects theory with practice—
contributing insights to international academic dialogues while informing inclusive education
policy and teacher development in Vietnam. My commitment is to help create learning
environments where every child can thrive academically and emotionally.
Introduction to your research theme
My research explores how Individualized Education Plans (IEPs), as a key component of
inclusive education, influence the development of non-cognitive skills among learners in
inclusive classrooms. While previous studies have examined IEPs mainly in developed
countries and focused on academic outcomes, little is known about their impact on learners’
social-emotional growth in resource-limited settings.
By integrating qualitative and quantitative methods, this study investigates how IEPs are
designed and implemented in Vietnamese inclusive schools, and how these processes shape
students’ self-regulation, motivation, and interpersonal relationships. The research aims to
provide a more holistic understanding of inclusion—one that values emotional and social well-
being alongside academic achievement. Ultimately, it seeks to contribute to both theory and
practice in promoting meaningful inclusion and supporting diverse learners to thrive in
educational settings.