Bài báo khoa học

While the Covid-19 pandemic has affected all aspects of lives and forced some business operations to close due to social distancing, education must stay available in many countries. The migration of education to remote learning requires that teacher competency standards should be revised to accommodate the new normal world. This research aims to revise sex competency framework for teachers in primary and secondary schools in the context of digital transformation age and social distancing. The Delphi technique was used to obtain consensus from 12 panelists and 264 teachers. A confirmatory factor analysis was conducted to assess the adequacy of the standards. The change in ratings was marginal after two rounds, so the results were deemed consistent. Six standards were proposed including: be aware of gender issues, design a sex education plan, organise sex education activities, deliver sex content via remote learning, examine and evaluate sex education, and consult and support for gender issues. An Augmented Reality tool was provided to support teachers to meet the requirements of the new standards. The unified theory of acceptance and use of technology model was used to evaluate the developed tool. Results from the generalised structure component analysis largely confirmed the hypothesised model.