Abstract

Vietnam is a country characterized by the profound linguistic and ethnic diversity, providing a favorable foundation for the implementation of bilingual education models aligned with international trends that promote equity, integration, and sustainable educational development. In this context, the study examines the current status of Khmer–Vietnamese bilingual education for Khmer primary school students across three provinces in the Mekong Delta region. A mixed-methods research design was employed, combining the survey data from 139 teachers directly involved in bilingual instruction with in-depth interviews conducted with three experienced teachers to enrich the qualitative understanding of implementation practices. The analysis reveals that all key components of bilingual education achieved an average score of approximately 4.0 on a five-point Likert scale, indicating a high level of agreement and generally positive evaluations from the teaching workforce. Specifically, the goals and content of the program were rated at the “agree” level, reflecting the considerable consensus regarding the orientation and pedagogical significance of bilingual education for Khmer students. Meanwhile, the instructional methods and assessment practices were reported at the “frequent” level, suggesting that teachers consistently employ teaching and evaluation activities aligned with the requirements of the bilingual model. Based on these findings, the study proposes several recommendations to enhance the effectiveness of program implementation. These include strengthening teacher professional development, developing culturally and linguistically responsive learning materials, fostering stronger collaboration among schools, families, and communities, and establishing continuous monitoring and support mechanisms to ensure the long-term sustainability of Khmer–Vietnamese bilingual education at the local level.