Nam Ngo Thanh is an educational leader, innovator, and advocate for equity-driven, holistic learning. Currently serving as the school leader in Vietnam, he brings over a decade of experience in school leadership, teacher training, and educational transformation. Nam is the co-founder of the Vietnam Innovative Educators Foundation (VIEF), a professional network of over 157,000 educators committed to advancing technology-enhanced and student-centered teaching practices nationwide. He is also the founder of impactful initiatives such as Five Safe Fingers, a global child protection program, and Kindness Everyday, which promotes emotional well-being in schools. Nam has received multiple international accolades, including the Top 50 Global Teacher Prize Finalist and the Asia Educator of the Year Award. As a Microsoft Innovative Educator Fellow and global education speaker, he champions inclusive policies and systemic change in education. Nam’s work is grounded in the belief that education must be both empowering and compassionate—equipping learners not only with knowledge, but with resilience, empathy, and the confidence to shape a better world.
In a recent interview with K12 Digest, Nam Ngo Thanh discussed his experience with technology, innovation, and education. He shared his views on integrating technology meaningfully into the classroom, Teaching methodologies, personalized learning, interdisciplinary instruction, and many more.
Let’s start at the beginning — what inspired you to pursue a career in education, and how has your journey evolved over the years?
From a young age, I was captivated by a single question: “Can learning be more meaningful than memorization?” I grew up in Vietnam at a time when education was often delivered through rigid lectures and rote learning. As a student, I found myself disengaged, even though I deeply valued the idea of learning. This tension—between the potential of education and the reality I experienced—sparked a quiet determination in me. I didn’t know it then, but that dissatisfaction was the beginning of my lifelong journey in education.
When I became a teacher, I carried with me both curiosity and a sense of responsibility. I didn’t want my students to feel what I had felt: boredom, pressure, and distance from the material. I started experimenting—infusing creativity, technology, and real-world connections into my lessons. Tools like Microsoft Teams, Minecraft Education Edition, and collaborative global projects became my way of turning the classroom into a place of exploration and joy.
But as my classroom evolved, so did my vision. I realized that to make lasting change, I needed to reach beyond the walls of one school. This led me to launch initiatives like Five Safe Fingers (focused on child protection) and Kindness Everyday (promoting empathy in schools), and to co-found the Vietnam Innovative Educators Foundation (VIEF), a community now connecting over 157,000 teachers nationwide.
Over the years, I’ve transitioned from teacher to principal or academic director, from project initiator to system-level advocate. Today, I serve as Vice-Principal of B.School, where I lead efforts to integrate well-being, sustainability, and equity into our core curriculum. I am also pursuing a Ph.D. in Education—continuing to refine my understanding of how we can design systems that heal, empower, and uplift every learner.
Looking back, it wasn’t a single moment that inspired me, but a series of quiet realizations—each one pulling me deeper into the belief that education, when done with heart and purpose, can be the most powerful tool for transformation. My journey has been one of constant evolution—from questioning the system to becoming someone who works to reimagine it.
Over the course of your career, what experiences have most significantly shaped your philosophy as an educator and innovator?
Over the years, my philosophy as an educator and innovator has been deeply shaped by my experiences in teacher mentoring, international collaboration, and leading systemic change within schools. Mentoring educators across both urban and rural areas of Vietnam revealed to me that innovation is not about introducing flashy tools, but about cultivating agency, trust, and a shared sense of purpose among teachers. I saw how even the most under-resourced classrooms could transform when teachers felt empowered and supported. Meanwhile, participating in global education programs in countries like Finland, India, and the U.S. broadened my worldview and helped me internalize the importance of cultural relevance and adaptability in educational reform—what works in one context must be thoughtfully localized in another. Within my own schools, one of the most defining moments was leading the integration of social-emotional learning and well-being into the core academic curriculum. This process showed me that students flourish not only when they achieve academically but when their mental health, emotional resilience, and relationships are nurtured. These experiences taught me that sustainable innovation comes from the intersection of empathy, equity, and shared leadership—where every voice in the learning ecosystem, from students to teachers, is heard and valued.
You’re known for integrating technology meaningfully into the classroom. How do you approach blending digital tools with pedagogy in a way that enhances—not replaces—human connection in learning?
For me, technology is never the starting point—it’s the amplifier. I begin every integration of digital tools by first asking a pedagogical question: What kind of learning experience do I want students to have? Only when I’m clear on the objective—whether it’s collaboration, reflection, critical thinking, or empathy—do I select the technology that best supports that goal. This mindset ensures that tools never overshadow the human core of teaching and learning. For example, when I want to foster peer dialogue, I might use technology to let students record and respond to one another in a way that feels safe and authentic, especially for those who may be shy in live discussion. When building global awareness, I turn to virtual exchanges and co-created projects that allow students to connect emotionally with peers from different cultures—not just learn about them in theory. What keeps these experiences grounded in human connection is the way I facilitate: guiding conversations, posing reflective questions, and making space for vulnerability and voice. I also coach teachers to view themselves not as content deliverers, but as curators of connection—even in digital spaces. In short, I believe technology should never replace what makes education human. It should extend our ability to listen, relate, and empower learners to co-create knowledge within a community of care.
Teaching methodologies have evolved dramatically in recent years. What approaches do you find most effective in today’s diverse and dynamic classrooms?
In today’s diverse and dynamic classrooms, I find that the most effective teaching approaches are those that interweave project-based learning (PBL), social-emotional learning (SEL), and experiential, context-driven pedagogy aligned with students’ realities. At the primary level, abstract content often becomes meaningful only when learners can see its relevance to their own lives. For instance, at B.School, we designed a cross-subject project around the theme “Our Green Neighborhood,” where students from Grades 3 to 5 explored science (recycling, energy use), math (data collection), and language arts (report writing and public speaking) through hands-on fieldwork and community interviews. This helped them apply knowledge, develop communication skills, and see themselves as active citizens. At the same time, I’ve prioritized integrating SEL as a core part of classroom culture—beyond isolated lessons. Through our “Kindness Everyday” initiative, teachers build routines that promote gratitude, emotional regulation, and peer empathy, often starting the day with check-ins or story-based discussions about real-life ethical dilemmas. Additionally, I emphasize context-sensitive pedagogy, particularly for rural and underserved areas where access and background vary significantly. For example, instead of prescribing fixed lesson plans, I support teachers to adapt national curriculum content using local stories, student interests, or community challenges—whether it’s learning math through market scenarios or discussing water safety in flood-prone regions. These approaches ensure that learning is not only effective but equitable, joyful, and empowering. In my view, a truly modern classroom is one where students are not passive receivers of knowledge but co-constructors of meaning—intellectually engaged, emotionally grounded, and socially aware.
How do you ensure your students remain active participants in their learning process, especially in digital or hybrid learning environments?
Ensuring that students remain active participants in their learning—especially in digital or hybrid environments—requires intentional design, not just of content, but of student roles, routines, and relationships. At the primary level, I have found that structure and autonomy must go hand in hand. In our school’s hybrid learning model, we begin by training teachers to create clear yet flexible learning pathways, where students understand not only what they are learning but why it matters and how they can make choices along the way. For instance, during a science unit on environmental conservation, students were offered multiple formats to explore the topic—some joined virtual expert talks, others created digital posters or short videos based on their local observations. This kind of structured choice fosters agency and motivation. I also ensure that each lesson cycle includes opportunities for self-reflection, peer feedback, and goal-setting, using simple digital tools like Padlet, ClassPoint, or collaborative slides. In addition, we maintain real-time emotional check-ins and learning journals, which help teachers identify disengaged students early and re-engage them through supportive conversations or differentiated tasks. Beyond the tools, what sustains student participation is a strong classroom culture—where mistakes are welcome, curiosity is rewarded, and every child’s voice is heard. Even in online formats, I encourage teachers to maintain face-to-face rituals: greeting students by name, using breakout groups for peer work, and closing lessons with personal reflections. By embedding these human-centered elements into our digital frameworks, we ensure that students don’t just consume content passively but take ownership of their growth—academically, socially, and emotionally.
What role do students play in shaping your teaching practices? Have you had a moment where student feedback or behavior reshaped your approach?
Students have always played a central role in shaping my teaching practices—not just through formal feedback, but through their engagement, struggles, questions, and even silence. I view every classroom interaction as a form of dialogue, and I pay close attention to how students respond emotionally and behaviorally to what and how we teach. One defining moment came early in my leadership when I introduced a school-wide interdisciplinary project with a very structured framework. While many students performed well, I noticed that a group of younger learners became disengaged—they followed instructions but showed little curiosity. After informal conversations and classroom observations, it became clear: the design left too little room for imagination and too much focus on product over process. That moment pushed me to rework how we scaffold student autonomy. We revised the framework to include more open-ended phases where students could propose their own ideas, conduct local interviews, and decide how to present findings. The shift was profound—not only did their creativity bloom, but their sense of ownership grew. Since then, I’ve embedded student voice as a design principle across all projects. We include student reflections in planning meetings, run student advisory panels for school events, and even invite student representatives to co-create classroom agreements with teachers. I believe that when students are seen as co-authors of their learning journey, they rise to the responsibility. Their feedback, both spoken and unspoken, keeps us grounded and reminds us that great teaching is not about delivering perfect lessons—it’s about being in constant conversation with those we serve.
From your perspective, what trends in education—such as AI, personalized learning, or interdisciplinary instruction—are most likely to influence the next decade of teaching and learning?
I believe the most influential trends in education will be the convergence of AI-powered personalized learning, interdisciplinary instruction grounded in real-world challenges, and the growing emphasis on student well-being as a core educational outcome. AI will undoubtedly transform how we understand and respond to learner diversity. With the ability to analyze individual learning patterns, identify misconceptions, and adapt content in real time, AI-powered platforms will enable teachers to move from generalized instruction to targeted intervention. However, to avoid the risk of depersonalization, I believe the human teacher’s role as a mentor, guide, and ethical compass will become even more crucial—not less.
Equally transformative is the rise of interdisciplinary instruction, especially in the context of global issues like climate change, public health, or digital citizenship. The boundaries between subjects are becoming less relevant to students’ lives. I have seen powerful learning emerge when students explore a topic like “community resilience” through the lenses of science, social studies, and civic action. These approaches develop not just knowledge but critical thinking, empathy, and systems awareness—skills that are increasingly essential in a volatile, uncertain world.
I also see the shift toward prioritizing student well-being—mental, emotional, and social—as a defining trend. In Vietnam and across the globe, the pandemic has underscored that academic success means little if learners are not mentally healthy and emotionally resilient. Schools will need to move beyond seeing well-being as an “add-on” and instead embed it into curriculum, teacher training, and policy. As someone leading initiatives like Kindness Everyday and Five Safe Fingers, I see well-being not as separate from learning, but as the foundation that makes deep, sustained learning possible.
The future of education lies in our ability to balance advanced technology with deep humanity, to teach across disciplines while nurturing inner resilience, and to prepare learners not just for tests—but for life.
Collaboration is key in today’s educational landscape. What strategies should we use to work effectively with other educators, institutions, or education-focused organizations?
In today’s complex educational landscape, effective collaboration requires more than just goodwill—it demands intentional structures, clearly defined roles, and a culture of shared learning. One strategy I’ve found particularly impactful is building collaboration around a problem, not just a program. When schools and educators come together to solve a clearly defined challenge—like bridging learning gaps post-pandemic or integrating well-being into daily routines—they become more invested, and the collaboration becomes outcome-driven rather than symbolic. Another approach is to create safe spaces for professional dialogue across hierarchies. As a school leader, I’ve facilitated regular cross-functional learning circles where classroom teachers, administrators, and specialists engage in reflective practice, peer observation, and joint planning. These forums not only improve instructional coherence but also flatten organizational silos that often hinder collaboration.
Moreover, time and recognition must be embedded into the system—teachers and staff can’t collaborate meaningfully if it’s treated as “extra work.” That’s why we build collaboration into the weekly schedule, allocate shared planning time, and publicly celebrate successful partnerships—whether between grade levels or with external partners. When working with outside organizations, especially NGOs or policy-driven bodies, I prioritize setting shared indicators of success from the beginning and ensuring that local voices—teachers, students, even parents—are part of the conversation. Collaboration, to be transformative, must be both horizontal and inclusive, empowering every stakeholder to lead from where they are.
In your leadership role, how do you support teacher growth while maintaining high expectations for student outcomes?
Supporting teacher growth while ensuring strong student outcomes requires a balance between trust and accountability, coaching and autonomy. As a school leader, I view teachers not as implementers but as professional learners and designers. I begin by creating a culture where continuous improvement is normalized, not feared. For example, we embed regular peer observations, not for evaluation but for reflection, where teachers receive structured feedback from colleagues and set their own growth targets. I also differentiate professional development based on teachers’ experience, interests, and classroom context—offering pathways in instructional leadership, digital pedagogy, or inclusive education. At the same time, I hold high expectations by aligning individual teacher goals with school-wide learning outcomes, ensuring coherence and focus. One approach I find effective is using student work and learning data as a shared lens for professional conversations. Rather than evaluating teachers in isolation, we reflect on student progress together and co-create solutions. This fosters a shared ownership mindset: when teachers feel valued, supported, and intellectually challenged, they raise their own bar—and that inevitably lifts student achievement.
How do you ensure equity is more than a concept and becomes a daily practice in your school community?
To move equity from theory to daily practice, I believe it must be embedded in every level of decision-making—from classroom instruction to staff meetings, from curriculum design to resource allocation. In our school, we begin by asking equity-focused questions when planning any initiative: Who benefits? Who might be left out? What barriers might exist? At the instructional level, I support teachers to apply differentiated strategies, using formative assessment to identify gaps early and adjust pacing or grouping. We also conduct regular equity audits of student participation in school activities—ensuring that children from disadvantaged backgrounds, or with learning differences are represented and supported. Importantly, we include families and students in these conversations, creating feedback channels where their voices influence programming. I also advocate for inclusive leadership structures—empowering emerging teacher leaders, especially from underrepresented groups, to co-lead school initiatives. Equity isn’t a single event or workshop—it’s about building systems that notice and respond to difference every single day. For me, it means creating a school where every child feels seen, every teacher feels heard, and every decision reflects a commitment to fairness and belonging.
What message would you like to share with fellow educators and future education leaders?
If I could share one message with fellow educators and aspiring education leaders, it would be this: Never forget that behind every data point is a child with dreams, fears, and potential—and our role is to protect that humanity while guiding them toward growth. In a world racing toward digital transformation and standardization, we must be the ones who hold space for empathy, creativity, and dignity in learning. Leadership in education is not about having all the answers—it’s about asking the right questions, listening deeply, and choosing courage over convenience. Whether you’re teaching in a classroom, leading a school, or shaping policy, remember that the smallest act of care can ignite the greatest transformation. Change doesn’t always come from big reforms—it often starts with one teacher who believes, one student who is heard, or one community that dares to reimagine what education can be. Be that person. Create that space.