Development of CDIO-Based Programs from the Teacher Training Perspective

To meet the requirements of Fourth Industrial Revolution (4IR) Vietnam’s K-12 education has shifted from a content-based to competency-based approach. Teacher institutions are, therefore, required make comprehensive curriculum reforms align with innovation. This paper is concerned adoption CDIO (conceive-design-implement-operate) initiative for teacher training programs at Vinh University in Central Vietnam. It gives an account large-scale changes that involve significant shifts culture management, teaching, learning and assessment, revamp structure contents curricula, along enhancement faculty teaching competence, personal interpersonal skills, product, process, system building as well disciplinary fundamentals. also describes how university adapted 12 standards programs, spaces, outcome-based assessment program evaluation have been adjusted accordance principles. The qualitative research method was employed CDIO-based implementation. data were collected interviews members students, observations, documents related implementation, reports departments AUN-QA accreditation agency assessed programs. found approach highly applicable programs; it fits development professional skills competencies which future teachers need be equipped.