نبذة مختصرة : The application of information and communication technology in general and educational scientific research is developing rapidly, especially in Vietnam, where integrating Information and Communication Technology (ICT) in education is gaining momentum as part of the national digital transformation agenda. However, there remains a gap in understanding how pedagogical students, who are future educators, apply ICT in their scientific research activities. This study investigates the factors influencing the competency of pedagogical students to apply ICT in Educational Scientific Research (ESR), grounded in the theoretical frameworks of the Technology Acceptance Model, Social Learning Theory, and Theory of Planned Behavior. The authors identify potential factors by synthesizing existing research about factors affecting students’ scientific research competencies and ICT competencies. This study uses the Delphi method because of the complexity of the factors and the need to gather expert consensus in refining and validating these elements, which was achieved through three rounds of expert consultation. The results revealed 18 key factors significantly impacting students’ competence in effectively integrating ICT into their educational research activities. These factors span various domains, including institutional policies, financial support, ICT infrastructure, curriculum design, and individual student characteristics such as ICT skills, foreign language proficiency, and self-directed learning capabilities. Among these, institutional policies supporting ICT integration, financial support, ICT infrastructure, students’ ICT skills, and self-directed learning capabilities were the most significant and impactful. The findings offer valuable insights for educational institutions seeking to improve students’ research competencies by implementing targeted interventions that harness the potential of ICT in scientific research.
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