Problem-solving and creativity competence is one of the three core general competencies specified in the 2018 Vietnamese General Education Curriculum, reflecting learners’ abilities to identify and analyze problems, propose feasible solutions, generate new ideas, and develop independent thinking. To examine the current state of research on this competence in Vietnamese general education, this study conducted a systematic review following the PRISMA guidelines, analyzing 35 scientific publications published between 2018 and 2025. The reviewed studies were categorized according to publication year, educational level, subject area, research field, methodological approach, and key terms. The results indicate a steady increase in the number of publications over time, with a predominant focus on upper secondary education and subjects within the natural sciences. Most studies employed document analysis and instructional design approaches, whereas experimental methods, survey-based studies, and expert consultations remain limited. Based on these findings, the paper proposes six research orientations aimed at broadening research scope, strengthening methodological rigor, and promoting educational innovation in the assessment of problem-solving and creativity competence.