Improving digital competency and AI capacity standards for teachers
In just a short time, in Vietnam, the development of the AI industry has become an urgent requirement to take advantage of opportunities, create a breakthrough in the national digital transformation process, improve labor productivity and competitiveness, towards a knowledge-based economy and sustainable development.
This is clearly shown in many policies and decisions of the Party and Government in recent times. AI is ranked first in the list of strategic technologies and strategic technology products of Vietnam. Resolution No. 71-NQ/TW of the Politburo continues to emphasize the requirement of "comprehensive digital transformation, popularization and strong application of technology and artificial intelligence in education and training", while affirming the need to improve digital capacity standards and AI capacity for teachers and learners at all levels, and include this content in the official education program.
The Ministry of Education and Training is also building an AI competency framework for students and teachers, integrating AI content appropriate to each level of education, and promoting digital transformation for all schools. AI in education is not just a trend, but a mandate of the times. At the same time, the Ministry of Education and Training has identified a series of solutions to prevent AI from becoming a “two-speed” game between regions, between public and private schools, between students with and without conditions: perfecting policies, integrating AI content appropriate to each level of education, promoting digital transformation for all schools, and ensuring equal access to technology for all students.
At the seminar "Promoting the application of artificial intelligence in education and training - Benefits and challenges", Dr. Le Thi Mai Hoa, Deputy Director of the Department of Education (Central Propaganda and Mass Mobilization Commission) emphasized: "AI is opening an era of comprehensive transformation in education, contributing to reshaping the methods of teaching and learning, management and assessment of education quality globally". For Vietnam, the application of AI is not only a technical requirement but also a political and strategic task, aiming to develop high-quality human resources in the period of the 4.0 industrial revolution.
Dr. Mai Hoa made six recommendations for effective AI implementation: building an AI literacy program for students and teachers; training digital skills and digital ethics for teachers; integrating AI into STEM subjects; building an academic ethics framework; developing digital infrastructure and a “Make in Vietnam” AI platform; and promoting communication and raising social awareness about AI.
At the general level, many delegates believe that it is necessary to start by teaching students to get acquainted with and understand AI right from primary school. Mr. Nguyen Viet Trung, Deputy General Director of KDI Company, said that teaching AI early helps students practice programming thinking, design thinking and problem solving, while also being aware of ethical aspects, privacy and information security.
Ms. Do Ngoc Chi, Principal of Nguyen Binh Khiem Primary School (HCMC) shared her practical experience when the school built a “Digital Skills Room” - where students learn to master technology, instead of being controlled by technology. Teachers are trained in exploiting digital learning materials, applying AI to support teaching and shifting from “transferring knowledge” to “leading capacity”.
At Le Hong Phong High School for the Gifted (HCMC), Principal Pham Thi Be Hien said that Artificial Intelligence has been taught for 7 years at three levels: popular, advanced application and advanced research. However, she said that the lack of AI teachers is the biggest challenge today, and there needs to be a training policy and cooperation between schools, universities and businesses to overcome this.
Bringing AI into Law - a Lobby for Responsible Innovation
AI is deeply penetrating education, but the legal system, training programs and financial mechanisms have not kept up. Ms. Nguyen Thi Nhiep, Principal of Chu Van An High School for the Gifted (Hanoi), stated the reality: "Some schools have invested heavily in AI, while others have not paid attention. There is a clear divide between urban and rural areas, between public and private schools." According to her, if schools want to incorporate AI into training or teaching, they need to have a specific legal framework, financial regulations, staffing levels and a clear mechanism for extra teaching and learning. "If there is no mechanism, schools do not know where to rely on to implement it, even though they really want to do it," she said.
Dr. To Hong Nam, Deputy Director of the Department of Science, Technology and Information (Ministry of Education and Training) pointed out another challenge: learners currently mainly self-study AI through social networks or online courses, lacking a quality verification mechanism. “Many people call themselves “AI teachers” but have no expertise, making students not know what is enough to learn,” he said and proposed the need for a national system to evaluate, recognize and standardize AI capacity.
Dr. Le Linh Luong (Vietnam Blockchain and Digital Asset Association) believes that Vietnam needs to train a core team of teachers before mass deployment. He proposed a three-tiered AI capacity model: General awareness (for all citizens); Professional application (for learners in each field); Research and development (for engineers and scientists mastering the “Make in Vietnam” model).
Building a team of about 1,000 “core AI teachers”
Associate Professor Dr. Hoang Minh Son, Director of Hanoi National University, said that AI is opening up opportunities to reshape the way people learn, research and create. However, education cannot stop at technology, but must aim for an intelligent, humanistic and sustainable education. Therefore, Hanoi National University is building a comprehensive AI ecosystem, applied not only in technology but also in social sciences, humanities, economics, law and education.
Prof. Dr. Hoang Anh Tuan, Rector of the University of Social Sciences and Humanities, emphasized: “We not only train AI skills, but also focus on ethical and humanistic competency frameworks. Social Sciences and Humanities students also need to know AI so as not to be left behind.”
According to Mr. Ho Duc Thang, Director of the National Institute of Digital Technology and Digital Transformation (Ministry of Science and Technology), bringing AI into primary schools is a timely move, but it must be "fast and steady", based on a 5-step action plan: Set goals that are within reach and focused: Do not train "little AI engineers", but equip children with 3 core competencies - understand what AI is, know how to use AI safely and have creative thinking when interacting with technology. Set up two safety barriers: One is about supervision and age (all activities must have a teacher to guide); two is about tools (only use software in the "white list" that has been censored). Focus on teachers: Build a team of about 1,000 "core teachers of AI" to spread knowledge and experience.
The pilot program will last for 18-24 months, then be expanded. “Education cannot follow trends. We must go step by step, with teachers at the center, and the tools must be safe and suitable for children,” Mr. Thang emphasized.
For teachers to truly become the center of educational innovation, a synchronous policy system is needed, from treatment, training, fostering to working environment. In reality, many teachers are still under great pressure in terms of workload, income and administrative procedures, while access to technology training and digital transformation programs is limited.
Many localities have taken creative approaches: establishing teacher training centers on digital transformation; building a “digital lecture bank” to share learning materials; encouraging teachers to participate in research and innovate methods. Some pedagogical universities are pioneering the “dual lecturer” model, with both pedagogical expertise and technological skills.
These steps, if replicated and linked to a clear policy framework, will create a solid foundation for Vietnamese teachers to adapt, develop and spread knowledge in the new era.
Thus, Resolution 57-NQ/TW once again affirmed: human resources are the center of development, and teachers are the center of those resources. Educational innovation cannot only start from programs or technology, but must start from teachers themselves - the ones who inspire, guide and nurture human values. When teachers are honored, empowered, and nurtured in capacity and professional ethics, then Vietnamese education will truly be steadfast on the journey of creating a liberal knowledge base, a generation of creative, compassionate and globally integrated citizens.
This approach both encourages creativity and sets safety limits, helping technology serve humans rather than replace them. The remaining issue is awareness, responsibility and vision from teachers, learners to policymakers. Because AI can help humans learn faster, understand more deeply, but only humans can teach humans to be human.
Source: https://baophapluat.vn/khi-cong-nghe-can-nguoi-thay-dan-dat.html
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