Key Factors Influencing Khmer–Vietnamese Bilingual Education for Primary Students in the Mekong Delta

Bilingual education is recognized as a vital means of advancing equity and achievement while sustaining minority languages. In Vietnam’s Mekong Delta, the Khmer–Vietnamese bilingual education (KhVBE) program plays a crucial role in ensuring that Khmer primary students gain fair access to quality learning while preserving their cultural identity. This study examines the key factors influencing the implementation and outcomes of the KhVBE program through a structured quantitative survey conducted with 269 administrators and teachers directly responsible for program management and pedagogical implementation. The results reveal that Information Channels (IC) exert the strongest and most consistent effects on the KhVBE program, while Internal Learner Factors (ILF) and Vietnamese Language Ability (VLA) contribute selectively yet meaningfully. In contrast, Engagement in Professional Development Activities (EPDA) shows a weaker explanatory role, and Khmer Language Ability (KhLA) demonstrates only limited influence, with significance observed in a single path. These findings underscore the importance of strengthening information channels, prioritizing learner support and Vietnamese language development, reorienting teacher training toward context-specific bilingual pedagogy, and revitalizing Khmer language instruction to maintain balanced bilingualism and cultural identity.