This paper presents the dataset of a survey on Vietnamese female students’ behavioral intention to use video conferencing tools (VCTs; e.g. Zoom, Microsoft Teams or Google Hangout) in COVID-19 pandemic. The questionnaire was designed based on the Technology Acceptance Model according to the result of research conducted by [1] and [2] . The survey was conducted on an online platform using the questionnaire of 21 items to collect the information of respondents’ characteristics and their perception on computer self-efficacy, computer playfulness, COVID-19 context, behavioral intention to Use VCTs. The dataset contains 254 valid responses from female students who have been in distance learning in Vietnam. It can serve as a reference source for future studies on educational equity and for policy making on distance education.

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The outbreak of the COVID-19 pandemic has strongly influenced teaching and learning in Vietnam's higher education institutions. Social distancing -the health care practice of increasing the physical space between people to avoid spreading illness due to COVID-19 has required schools to employ distance learning. As such, video conferencing tools (VCTs) have been used nationwide to ensure effective responses to the requirement. Although teaching and learning with VCTs have been proven effective by many researchers, it is not clear what benefits and challenges they bring to higher education in Vietnam, especially with respect to students' acceptance to the classroom uses of technology in the time of unexpected events. This study aims to address this gap by examining external factors that affected students' acceptance of VCTs during the COVID pandemic. Data were collected online from university students between April 14, 2020 and April 23, 2020. After this period, the research group received 294 records, in which 227 were analyzed using an extended Technology Acceptance Model (TAM) and Structural Equation Modeling (SEM). The result indicated that external factors such as subject norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students' perceived usefulness in the acceptance of VCTs in distance learning.

The mental health of university students is not only a predominant topic for psychology and education researchers but also a source of interest for policymakers and various stakeholders. Although there has been a lot of research on higher education students’ mental health, we have little understanding on the mental health of international students (MHIS). Despite their distinctive characteristics compared to native students, the mental health issues of international students only started receiving attention very recently. So far, the literature on this topic lacks a comprehensive overview of its sub-topic and trending issues. By using bibliometric analysis, this research aims to fulfil this gap and provide a review of the extant literature about MHIS. Specifically, this study aims to (i) draw the growth trajectory and geographic distribution of the literature on MHIS; (ii) identify the documents and authors that have the greatest impact, generally and locally, within the major topic clusters of the literature on MHIS; and (iii) identify the most researched keywords in the literature on MHIS over time. The results have shown that academic documents about international students’ mental health are increasing in number and becoming more extensive content-wise. The research’s findings provide implications for stakeholders and identifies some prominent research avenues for the future.