Enhancing digital and AI competency standards for teachers.
In a short period of time, the development of the AI industry in Vietnam has become an urgent requirement to seize opportunities, create breakthroughs in the national digital transformation process, improve labor productivity and competitiveness, and move towards a knowledge-based, sustainable economy .
This is clearly demonstrated in many policies and decisions of the Party and Government in recent times. AI is ranked first in Vietnam's list of strategic technologies and strategic technology products. Resolution No. 71-NQ/TW of the Politburo further emphasizes the requirement for "comprehensive digital transformation, widespread adoption and strong application of technology and artificial intelligence in education and training," while affirming the need to raise the digital and AI competency standards for teachers and learners at all levels, incorporating this content into the official curriculum.
The Ministry of Education and Training is also developing an AI competency framework for students and teachers, integrating AI content suitable for each educational level, and promoting digital transformation in all schools. AI in education is not just a trend, but a necessity 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, and between students with and without resources: perfecting policies, integrating AI content suitable for each educational level, strengthening digital transformation in 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 Education Department (Central Propaganda and Mass Mobilization Committee), emphasized: "AI is ushering in an era of comprehensive transformation in education, contributing to reshaping teaching and learning methods, management, and evaluation of educational quality globally." For Vietnam, the application of AI is not only a technical requirement but also a political and strategic task aimed at developing high-quality human resources in the era of the 4.0 industrial revolution.
Dr. Mai Hoa offered six recommendations for effective AI deployment: developing AI literacy programs for students and teachers; training educators in digital skills and digital ethics; integrating AI into STEM subjects; establishing an academic ethics framework; developing digital infrastructure and "Make in Vietnam" AI platforms; and promoting communication and raising public awareness about AI.
At the secondary school level, many delegates believe that it is necessary to start by teaching students to become familiar with and understand AI correctly from the elementary school level. Mr. Nguyen Viet Trung, Deputy General Director of KDI Company, believes that teaching AI from an early age helps students develop programming thinking, design thinking, and problem-solving skills, while also becoming aware of ethical aspects, privacy rights, and information security.
Ms. Do Ngoc Chi, Principal of Nguyen Binh Khiem Primary School (Ho Chi Minh City), shared her practical experience in building a "Digital Skills Room" – a place where students learn to master technology, instead of being controlled by it. Teachers are trained in skills to utilize digital learning materials, apply AI to support teaching, and shift from "knowledge transmission" to "competency development."
At Le Hong Phong High School for the Gifted (Ho Chi Minh City), Principal Pham Thi Be Hien stated that Artificial Intelligence has been taught for seven years at three levels: basic, advanced application, and advanced research. However, she believes that the shortage of AI teachers is the biggest challenge currently, requiring training policies and cooperation between schools, universities, and businesses to overcome this.
Bringing AI into the law – a pathway to responsible innovation.
AI is deeply penetrating education, but the legal framework, training programs, and financial mechanisms have not kept pace. Ms. Nguyen Thi Nhiep, Principal of Chu Van An High School for the Gifted (Hanoi), pointed out the reality: “Some schools have invested heavily in AI, while others have not paid attention. There is a clear disparity between urban and rural areas, and between public and private schools.” According to her, if schools want to incorporate AI into training or teaching, they need a specific legal framework, regulations on finance, staffing levels, and clear mechanisms for supplementary teaching and learning. “Without these mechanisms, schools don’t know where to start implementing it, even though they really want to,” 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 media or online courses, lacking a mechanism for quality verification. “Many people call themselves ‘AI teachers’ but lack expertise, leaving students unsure of what to learn,” he said, and suggested the need for a national system for evaluating, recognizing, and standardizing AI competence.
Dr. Le Linh Luong (Vietnam Blockchain and Digital Assets Association) believes that Vietnam needs to train a core team of teachers before large-scale deployment. He proposes a three-tiered AI competency model: General awareness (for all citizens); Specialized application (for learners in each field); Research and development (for engineers and scientists mastering the "Make in Vietnam" model).
Build a team of approximately 1,000 "AI core teachers".
Associate Professor Hoang Minh Son, Director of Vietnam National University, Hanoi, believes that AI is opening up opportunities to reshape how people learn, research, and create. However, education cannot stop at technology alone, but must aim for a smart, humane, and sustainable education. Therefore, Vietnam National University, Hanoi is building a comprehensive AI ecosystem, applying it not only in technology but also in social sciences, humanities, economics, law, and education.
Professor 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 competencies. Students in the social sciences and humanities 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), introducing AI into primary schools is a timely step, but it must be done "quickly and surely," based on a five-step action plan: Setting achievable and focused goals: Not training "child AI engineers," but equipping children with three core competencies - understanding what AI is, knowing how to use AI safely, and having creative thinking when interacting with technology. Establishing two safety barriers: First, regarding supervision and age (all activities must be guided by teachers); second, regarding tools (only using software on the approved "whitelist"). Focusing on teachers: Building a team of approximately 1,000 "core AI teachers" to disseminate knowledge and experience.
The pilot program will be implemented for 18-24 months, before being scaled up. "Education cannot follow trends. We must take sure steps, focusing on the teacher, and ensuring the tools are safe and appropriate for young children," Mr. Thang emphasized.
For teachers to truly become the center of educational innovation, a comprehensive policy system is needed, encompassing everything from remuneration, training, and professional development to the working environment. In reality, many teachers are still under immense pressure regarding workload, income, and administrative procedures, while opportunities to access technology training and digital transformation programs remain limited.
Many localities have adopted innovative approaches: establishing centers for teacher training on digital transformation; building "digital lesson banks" to share learning materials; and encouraging teachers to participate in research and innovation of teaching methods. Some teacher training universities are pioneering the development of a "dual lecturer" model, possessing 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 disseminate knowledge in the new era.
Thus, Resolution 57-NQ/TW has once again affirmed that human resources are central to development, and teachers are central to those resources. Educational reform cannot begin solely with curriculum or technology, but must begin with the teachers themselves – those who inspire, guide, and nurture humanistic values. When teachers are honored, empowered, and their professional competence and ethics are developed, Vietnamese education will truly be strong on its journey to building a foundation of enlightened knowledge, a generation of creative, compassionate, and globally integrated citizens.
This approach both encourages innovation and sets safety limits, ensuring that technology serves humanity rather than replacing it. The remaining issue lies in the awareness, responsibility, and vision of teachers, learners, and policymakers alike. While AI can help humans learn faster and understand more deeply, only humans can teach other humans how to be human.
Source: https://baophapluat.vn/khi-cong-nghe-can-nguoi-thay-dan-dat.html
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