Teacher Digital Competence, Teaching Quality, and Learner Satisfaction in Vietnam: A Qualitative Synthesis

Digital transformation has become an important policy and professional agenda in education systems worldwide, including Vietnam. In this context, teachers are increasingly expected not only to use digital tools but also to design meaningful, interactive, and learner-centered technology-enhanced learning experiences. This paper explores the relationship among teacher digital competence, teaching quality, and learner satisfaction in the Vietnamese educational context. Using a qualitative method based on document analysis, conceptual analysis, and synthesis of recent literature, the paper develops an interpretive framework explaining how teacher digital competence can contribute to teaching quality and, indirectly, learner satisfaction. The findings suggest that teacher digital competence affects teaching quality through four main mechanisms: digital pedagogical design, interactive communication, digital assessment and feedback, and learner support. The paper also argues that learner satisfaction is influenced not merely by the availability of digital platforms but by the perceived quality of instructional design, teacher presence, timely feedback, accessibility, and the usefulness of learning activities. In Vietnam, where digital transformation in education is strongly promoted, teacher digital competence should be understood as a professional capability combining technological, pedagogical, communicative, evaluative, ethical, and reflective dimensions. The paper concludes with theoretical and practical implications for teacher professional development, institutional management, and future empirical research