This study examines the process of adapting the Soviet higher education model in Vietnam from the 1950s to the present, employing theoretical frameworks of cultural acculturation and knowledge transfer. In the context of building a socialist state and maintaining a special relationship with the Soviet Union, Vietnam adopted the Soviet model in a relatively comprehensive manner - encompassing educational philosophy, institutional structure, curricular design, pedagogical methods, and academic degree systems. Characterized by strong theoretical orientation, centralized organization, and a state-serving mission, the Soviet model provided Vietnam with a systematic, disciplined, and efficient framework for training technical and managerial cadres. However, this adoption was not a simple mechanical replication. Vietnam progressively adapted the model to align with its specific political, social, and cultural conditions. The process of localization became evident in several areas, including curriculum content, teacher - student relations, and institutional governance. After 1990, amid the Doi Moi reforms and growing international integration, Vietnam’s higher education system underwent significant transformation. While retaining key features of the Soviet legacy - such as the academic degree structure and emphasis on theoretical knowledge - it also incorporated Western elements, including a credit-based system, flexible learning pathways, and a stronger focus on practical and soft skills. This research contributes to a deeper understanding of academic hybridization in modern Vietnamese higher education. It highlights how layers of Soviet cultural and institutional legacies continue to shape contemporary universities, even as global and local educational paradigms increasingly converge and interact in the post-socialist era.