Beyond borders and blackboards

Vietnam's turning point in global education

Vietnam has made significant strides in internationalising its higher education system. With over 400 joint training programs and a growing number of international students, transnational education (TNE) has become a defining feature of its tertiary landscape.

"We're seeing Vietnam move from being a recipient of global education to a co-creator in global knowledge ecosystems," RMIT Vietnam Dean of Students Associate Professor Seng Kiat Kok said.

Government policies such as the Education Development Strategy until 2030, with a vision to 2045 reflect this ambition, focusing on international curriculum design, research collaboration, and global degree recognition.

Yet challenges remain. Internally, bureaucratic processes and outdated infrastructure slow innovation. Externally, shifting attitudes toward globalisation and travel can impact student mobility and talent flows.

Despite these hurdles, Vietnam is well-positioned for transformation.

"Vietnam's youthful, energetic population and upward economic trajectory create the right conditions to rethink how we educate for the future," said Glen O'Grady, Director of Academic Experience and Success at RMIT Vietnam.

"And transnational education will play a critical role in that."

RMIT's approach reflects this new paradigm. Its 3A pedagogy – Applied, Active, and Authentic – combines cross-disciplinary learning with real-world problem-solving.

"We believe technical skills alone aren't enough," RMIT Deputy Vice-Chancellor Education and Vice-President, Professor Sherman Young said.

"Tomorrow's workforce needs adaptability, leadership, and a global outlook."

A future workforce shaped by collaboration

As Vietnam aims to become a high-income nation by 2045, the demand for a skilled, future-ready workforce is growing fast.

But this goes beyond proficiency in STEM.

"We need talent that can navigate complexity, be able to work across cultures, and lead in ambiguity," Associate Professor Kok said.

That means blending deep technical knowledge with broad, human-centered capabilities.

Vietnam's ambitions in high-speed rail, AI, semiconductors, and digital transformation will require advanced, multi-skilled professionals.

The World Bank notes that investment in high-value sectors must go hand in hand with the development of a quality workforce and responsive training systems.

This requires more than top-down policy. Universities must work closely with industry to co-design curricula, ensure relevance, and facilitate knowledge exchange.

"Partnership is not optional, it's essential," O'Grady said. "Employers must become co-educators." 

RMIT Vietnam's flexible curriculum architecture allows students to mix majors and minors across fields, building interdisciplinary profiles tailored to future jobs.

Programs also feature industry-partnered projects, international case studies, and mobility experiences that expose students to diverse ways of thinking and working.

"Our role is to simulate the environments our graduates will enter," said Professor Young.

"That includes rapid technological change, cultural diversity, and social responsibility."

Transnational education, when done right, can act as a bridge between global best practices and local development needs.

"It's not about exporting education," Professor Kok emphasised.

"It's about contextualising it, delivering global quality in ways that serve local ambitions."

RMIT Vietnam is a clear example. With 25 years of experience, the university is deeply integrated into Vietnam's higher education ecosystem, delivering Australian-accredited degrees while responding to local industry needs and cultural context.

This model strengthens Vietnam-Australia ties and contributes to broader national goals – from green growth and digital transformation to workforce inclusion and innovation ecosystems.

Education already accounts for nearly four percent of Vietnam's GDP, and its strategic value will only grow.

Looking ahead, the academics see even greater integration of TNE into Vietnam's development strategy.

That includes expanding access, modernising regulations, and promoting sustainable practices like circular economy training and green industry collaboration.

"We can leapfrog outdated systems and build something truly future-oriented," O'Grady said.

What excites these educators most is the scale of opportunity.

"Vietnam could become the innovation hub of Southeast Asia," Associate Professor Kok said.

"The foundations are in place and what we need now is bold thinking and collaborative action."

Their message to students is clear: see education not just as a personal asset, but as a platform for collective progress.

"Be global in mindset, but grounded in community," Professor Young commented. "Lead with purpose."

For young people navigating an unpredictable world, their advice is to look for opportunity in complexity.

"Sustainable development doesn't have to come at the expense of growth," O'Grady said.

"We can design systems that protect heritage, empower communities, and create high-value jobs."

Transnational education, they argue, is about more than crossing borders; it is about breaking barriers to knowledge, to collaboration, and to a future that belongs to all.