Background/purpose – Data on Vietnamese internal migration are always available and are also validated and well confirmed by a large body of research. However, the same does not seem to hold true for data on international migration from Vietnam. This limitation impedes a proper understanding of Vietnamese migration patterns over time, thus limiting reliable predictions of future trends for policy-making  processes.

Results – This article identified at least five streams of international migration from Vietnam, presented with comprehensive and consistent data.

Conclusion – The purpose of this article is to provide a consistent overview of the inconsistent data scattered across various reporting agencies and to analyze and report on the migration trends, drivers, and challenges to migration policy regimes. The unified information in this paper is considered useful for future research on migration and migration policy planning from and within Asia.

Background/purpose – Argumentation plays an essential role in higher-order activities and in the communication of mathematical knowledge. Although the purposes of argumentation have piqued the interest of many researchers, few have simultaneously investigated the quality of argument in students’ mathematical problem solving.

Materials/methods – In this case study, 41 middle school students in Indonesia solved an argumentative task. The students’ responses were then analyzed for the quality of their arguments. In line with the study’s goal of assessing the quality of the students’ arguments in mathematical problem solving, their responses were coded according to the Polya method and the CER model.

Results – The results revealed that more than half of the students misunderstood the given mathematical problems, which were not appropriately evidenced or reasoned in their response.

Conclusion – These results indicate that further handling is needed to improve the quality of students' arguments and to develop the importance of activities that support students in explaining, justifying, and correcting their reasoning during mathematical argumentation.

Background/purpose – In the 21st century, humankind has experienced an unprecedented level of change and we should therefore ensure that the new generations are educated with the skills appropriate to this ever-developing technological era. However, in order to adequately equip students their teachers first need to acquire these 21st century skills. In this respect, this study aims to reveal what these 21st century teacher skills are and, according to the opinions of teachers and experts, how their acquisition by teachers contributes to the education system.

Materials/methods – The research was designed as a qualitative phenomenological study. The participants consisted of six academicians who are each experts in the field of teacher training, plus 13 working teachers. The study’s data were collected through a semi-structured interview form developed by the researchers. Content analysis was then used in the analysis of the data.

Results – It was revealed that teachers should possess many varied and versatile skills. Once these 21st century skills have been acquired by teachers, they can actively contribute to both parties’ futures according to many different aspects.

Background/purpose – When the COVID-19 pandemic hit the world, the Indonesian government reacted to the spread of the virus by issuing new policies across various sectors, including education. Through the Ministry of Education and Culture, the Indonesian government issued the “Belajar Dari Rumah” (BDR) or “Learning-from-home” policy. From the odd semester of the 2022/2023 academic year, learning activities have been conducted face-to-face, yet some teachers at universities in Jambi City still choose to deliver virtual learning activities. Considering that this option still exists for lecturers, it is considered useful to examine the competence of teachers to conduct virtual learning classes.

Materials/methods – This qualitative research involved 15 students from Jambi University, Indonesia, with data collected through in-depth interviews.

Results – Most of the students mentioned that teachers lacked competencies in three categories of virtual learning, namely; time management, learning methods, and delivery subjects. Participant students suggested improvements to teacher competencies in time management through more effective and efficient use of time, choosing from diverse virtual learning methods, both audio and visual, gaming, discussion, and feedback, and communicating with good grammar and clear pronunciation in their subject delivery.

Conclusion – The participant students stated that teachers should improve their competencies in the areas of time management, learning methods, and learning material delivery. Considering the current study’s limitations, it would be prudent to also conduct studies at other universities and in different study programs so that it a more useful insight can be gained in order to improve teacher competencies in the area of virtual classroom teaching.

Background/purpose – This article explores the social history of flagship universities in Africa through marketing, research output, and academic knowledge. The study highlights the social, academic, political, and economic significance of each African flagship university within their respective countries.

Materials/methods – The study was conducted according to three top university global rankings, the Academic Ranking of World Universities (ARWU), the QS World University Rankings (QS) and the Times Higher Education World University Rankings (THEs). The study attempts to analyze a hybrid list of African flagship universities listed commonly among the best between 2015 and 2017.

Conclusion – The findings suggest that as a development marketing strategy for flagship universities in Africa, a few institutions should be selected into which significant investment could be made to bolster funding and research resources.