Implementing local educational content in accordance with the 2018 General Education Program plays a fundamental role in shaping the cultural identity of primary school students in Vietnam. However, traditional management methods are revealing many bottlenecks regarding cost, space, and resource shortages. This article focuses on analysing and proposing a model for local education management based on the PDCA cycle (Plan - Do - Check - Act) operating entirely within a digital school ecosystem. By integrating a learning management system (LMS), open educational resources (OER), and data analytics tools, the study establishes a synchronised theoretical framework, helping to shift management from qualitative to data-driven. This model offers a feasible approach to creating a flexible learning environment, contributing to the simultaneous development of cultural pride and digital competence among students.
Keywords: Local education management; Digital school model; PDCA cycle; Primary education; Digital transformation.

As fashion design education transitions from knowledge transmission to skill development, establishing a systematic skills-oriented teaching model has become pivotal to enhancing students' professional capabilities. Addressing practical challenges in higher vocational fashion design education, this study employs the Fuzzy Delphi Method (FDM) to construct and validate a skills-oriented teaching model. The model comprises five core components—teaching objectives, teaching strategies, teaching links, teaching resources, and evaluation and feedback—further refined into twenty key elements. Experts were invited to rate the importance and feasibility of each component and element. Fuzzy computation was employed to determine weights and consensus levels. Results demonstrated high expert consensus (SB ≤ 0.20) across all components, with fuzzy scores exceeding 0.80. This confirms the model's sound structure and high practical applicability.
Keywords: Skill-oriented; Fuzzy Delphi Method; Teaching model; Professional skills development

Teaching and learning have never been settled affairs, but the last decade has forced the conversation about how and where they happen into territory that is genuinely new. Institutions that once built their identities around campuses, timetables, and face-to-face instruction now operate in a world where digital delivery is not an experiment but an expectation. This paper examines what that shift means in practice, focusing on two questions that sit at the centre of most institutional planning discussions. The first is about who gets served: how online and face-to-face learning differ in their capacity to accommodate diverse learners and remove the barriers that keep people out of higher education. The second is about money: what it actually costs to run each modality, how those costs behave as student numbers grow, and which approach produces stronger financial returns when real resources are committed over time. The paper works entirely from secondary sources, drawing on peer-reviewed studies, institutional research, and policy analysis published between 2018 and 2025. What emerges from that evidence is a picture that rewards neither enthusiasm for online learning nor nostalgia for the classroom. Online delivery offers genuine and substantial advantages in flexibility and long-run cost efficiency, but only when the investment in quality is serious and the digital conditions available to students are adequate. Face-to-face instruction holds its ground in contexts that require embodied presence, where cohort sizes are too small to justify the upfront costs of premium online development, or where the learner population lacks reliable connectivity. The Contextual Innovation Performance Model (CIPM), advanced by the author, runs through the analysis as an organising framework, insisting throughout that what works depends on where, for whom, and with what resources it is attempted.
Keywords: Online Learning, Face-to-Face Instruction, Learner Flexibility, Educational Access, Cost Efficiency, Scalability, Blended Learning, Higher Education Economics, Contextual Innovation Performance Model (CIPM)