DIGITAL TECHNOLOGY IN HIGHER EDUCATION FOR FINANCE AND BANKING

Authors

DOI:

https://doi.org/10.18623/rvd.v23.5813

Keywords:

Digital Technology, Digital Transformation, Higher Teaching, Finance and Banking

Abstract

Higher education institutions are undergoing significant educational changes alongside the digital transformation. Digital technology encompasses a range of tools selected for integration into formal university teaching environments and used by students to promote more effective learning. Technological advancements have permeated higher education institutions, forcing them to embrace digital technology in every aspect of their infrastructure that benefits their learning ecosystem, from student research to faculty teaching. In this context, the selection of a university teaching model in general, and specifically for finance and banking, to adapt to this digital transformation remains a top priority. The aim of this study is to provide an overview of the key characteristics of digital technology-based teaching models in finance and banking higher education institutions. From there, it is possible to develop these digital technology application models into a part of the modern university teaching ecosystem for finance and banking in Vietnam.

References

Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. Social Studies, 107, 68–73.

Marwala, T. (2012). Condition monitoring using computational intelligence methods: Applications in mechanical and electrical systems. Springer.

Marwala, T., Mahola, U., & Nelwamondo, F. V. (2017). Hidden Markov models and Gaussian mixture models for bearing fault detection using fractals. International Joint Conference on Neural Networks, 3237–3242.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.

Nguyen, N. H. (2025). Current status of digital technology application in Vietnamese commercial banks. Journal of Scientific Research and Development, 4(1), 35–43.

Nguyen, V. L. (2021). Overview of research on information technology application knowledge (TPACK) in foreign language teaching and learning. Can Tho University Journal of Science, 57(1C), 186–195.

Robson, Q. P., Vitor, N., Camilla, N., & Daniel, R. N. (2018). TPACK and business education: A review of literature (2008–2017). XVIII USP International Conference in Accounting, 1–17.

Rojewski, J. W., & Roger, B. H. (2017). A framework for 21st-century career technical and workforce education curricula. Peabody Journal of Education, 92(2), 180–191.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Webster, J., & Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS Quarterly, 26(2), 13–23.

Downloads

Published

2026-04-22

How to Cite

Bui, Q. D. P., & Le, D. Q. (2026). DIGITAL TECHNOLOGY IN HIGHER EDUCATION FOR FINANCE AND BANKING. Veredas Do Direito, 23(6), e235813. https://doi.org/10.18623/rvd.v23.5813

Issue

Vol. 23 No. 6 (2026): Veredas do Direito, v. 23, n. 6 2026

Section

Articles

License

I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.

I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.

 

Licença Creative Commons Attribution 3.0