More than 60% of Vietnamese teachers use AI, nearly double their foreign colleagues

According to a multinational survey, teachers in Vietnam are quick to adapt to technology, especially artificial intelligence (AI), and are ahead in several indicators compared to their colleagues in major economies.

The information was stated in the report of the Teaching and Learning International Assessment Programme (TALIS) 2024 published in October 2025, conducted by the Organization for Economic Cooperation and Development (OECD) in 55 education systems. TALIS is the world's largest international survey of teachers and education managers, evaluated every 5 years and now increased to 6 years.

In Vietnam, 4,550 teachers and principals at 202 schools nationwide participated in the survey from March 28 to April 5, 2024. Globally, the survey recorded the opinions of about 280,000 teachers and principals at 17,000 secondary schools and a small number of teachers and principals at primary and high schools, according to the OECD.

TOP 10 IN AI ADOPTION RATE

More specifically, in terms of survey results, 64% of teachers in Vietnam said they are using AI to teach and support students, ranking 5th globally, behind the United Arab Emirates (UAE), Singapore (both at 75%), New Zealand (69%) and Australia (66%). This rate is nearly double the world average (36%), and is significantly different from many large economies such as the US and UK.

Teachers training on AI application in STEM teaching held in August in Ho Chi Minh City

PHOTO: NGOC LONG

In contrast, Japan and France are the "bottom" countries in terms of the rate of teachers using AI, with data recorded at only 17% and 14%, respectively.

Regarding AI application, most Vietnamese teachers (95%) use AI tools to prepare lesson plans or design learning activities in addition to activities such as researching and summarizing a topic (91%), helping students practice new skills in real-life situations (83%).

Meanwhile, AI use was less common when teachers wanted to adjust the difficulty of materials to the learning needs of individual students (77%), support students with special educational needs (71%), and grade or evaluate student work (65%).

The OECD added that among Vietnamese teachers who admitted not using AI in their teaching in the 12 months prior to the survey, 60% said they did not have enough knowledge and skills to teach with AI (lower than the OECD average of 75%), while 71% said their schools lacked the infrastructure to apply AI (higher than the OECD average of 37%).

TALIS also surveyed teachers' attitudes towards AI and found that Vietnamese teachers are the most optimistic about the convenience of AI. Because, 91% of teachers agree that AI helps teachers prepare or improve lesson plans, 90% agree that AI allows teachers to adjust learning materials to suit different abilities of students, and 83% agree that AI helps teachers automate administrative tasks.

In the above three indexes, Vietnam ranked first among 55 educational systems participating in the survey, according to OECD statistics.

This optimism continued when TALIS asked teachers about their concerns about using AI. That’s because only 39% of Vietnamese teachers believe that AI will create opportunities for students to cheat by presenting other people’s work as their own, the lowest rate among the education systems surveyed and also significantly lower than the OECD average (72%).

97% OF VIETNAMESE TEACHERS ARE SATISFIED WITH THEIR TEACHING JOB

Another issue is that during the Covid-19 pandemic, many education systems had to switch to online or hybrid teaching, and some places still maintain these teaching methods. In Vietnam, 37% of teachers working in schools have at least one lesson taught in hybrid or online form, and this rate is more than double the world average (16%).

Globally, attitudes and levels of use of digital tools to support student learning vary significantly across education systems. While most teachers agree that these tools increase student engagement, less than 50% of teachers in France, Sweden, Finland, etc. believe they can improve academic performance. In contrast, more than 95% of teachers in Albania, Saudi Arabia, and Vietnam agree with this statement.

TALIS also surveyed Vietnamese teachers on many items related to teacher training programs. The results showed that 86% of newly graduated teachers felt that the knowledge and skills they learned at teacher training colleges helped them make good use of digital resources and tools in teaching. However, after graduation, 30% of newly hired teachers found it impossible to continue learning to improve their expertise due to a lack of suitable digital resources.

Another notable point is that 97% of Vietnamese teachers are satisfied with their teaching jobs, a rate unchanged from the 2018 survey. Teachers in rural and urban schools have similar levels of job satisfaction, and only 3% of teachers under 30 years old expressed their intention to leave the "ferryman" profession in the next 5 years, much lower than the OECD average of 20%.

92% of teachers agree that the teaching profession is respected by society.

Vietnam also ranks first in many indicators related to the status of teachers, far surpassing many other education systems globally. Of these, 92% of teachers agree that the teaching profession is respected by society (much higher than the OECD average of only 22%) and 87% of teachers "agree" or "strongly agree" that their opinions are respected by decision-makers (also higher than the OECD average of 16%).

Source: https://thanhnien.vn/hon-60-giao-vien-vn-dung-ai-gan-gap-doi-dong-nghiep-nuoc-ngoai-185251115113112122.htm