The Conference reviewing training work and academic advising for the 2024 – 2025 academic year was held by HUFLIT to comprehensively assess the results achieved, to look frankly at the shortcomings that need to be addressed, and at the same time to define the directions and key tasks for the 2025 – 2026 academic year. The programme was attended by the Board of Rectors, unit leaders, lecturers and staff in charge of academic advising.  

Looking back on an academic year with many notable marks

The review report painted a comprehensive picture of HUFLIT’s activities in the 2024 – 2025 academic year, from admissions, opening new programmes, updating training programmes and assigning teaching duties to assessing students’ learning outcomes.

In 2025, a series of new policies in higher education, especially in the private sector, produced clear impacts. To adapt to the end of early admissions, with all candidates having to register their preferences on the Ministry of Education and Training’s system within a fixed timeframe, HUFLIThas·adjusted its promotion strategy and improved the quality of admissions communications. Policies on digital infrastructure development and technological innovation set requirements for renewing training and management activities. The regulation on higher education institution standards under Circular 01/2024 requires the University to meet criteria on graduation rates, scientific research and the teaching staff.

Overcoming many challenges, HUFLIT marked an academic year with encouraging results. In training, in 2025 the University opened 3 new programmes — Marketing, Multimedia Communications and Software Engineering — raising the total number of programmes to 23. This is an important expansion that responds to workforce trends in the market.  

Academic advising was carried out in a more in-depth direction, focusing on advising on programmes, curricula and career orientation. The Moodle system became an effective support channel, helping to answer students’ questions quickly. The teaching-assistant model continued to prove its worth as students with strong academic results supported those in lower years, especially during exam revision. This approach both develops the skills of student teaching assistants and helps improve overall learning outcomes 

Phương hướng nhiệm vụ trọng tâm năm học 2025 – 2026 

On the basis of the results achieved and these limitations, HUFLIT has defined 5 groups of key tasks for the period ahead. First, renewing student care and support by strengthening academic affairs activities and support services, and building a friendly and effective learning environment. Second, issuing and rolling out an OKRs objective system, focusing on renewing teaching methods, reducing the student dropout rate and improving the quality of support. Third, renewing testing and assessment with diverse methods linked to practice and learning outcomes. Fourth, planning the opening of new programmes to meet workforce needs and training trends. Finally, strengthening the application of technology in teaching and management, especially in quality control tools and in effectively exploiting the learning management system. 

The presentations by lecturers from the faculties at this year’s conference were highly appreciated for their topicality and their sharp awareness of new trends in higher education. The views expressed not only reflected the reality of teaching and student support but also proposed many creative and feasible solutions.

In a spirit of solidarity, innovation and adaptability, HUFLIT enters the 2025 – 2026 academic year with the goal of further raising training quality, affirming its position within Vietnam’s higher education system, and creating the best learning and development environment for its students – the global citizens of the future.