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AI is opening a new phase for education, but also poses urgent requirements for management. When technology is present in the classroom, the question is no longer allowing or prohibiting, but designing a clear enough policy framework to ensure AI serves the development of learners abilities, instead of skewing the educational process. According to Dr. Kieu Phuong Thuy, lecturer at the Faculty of Information Technology, Hanoi University of Education, without a clear direction, AI is easily used as a shortcut to complete learning tasks. At that time, the gain is speed, but the loss can be the process of training thinking. Not only teaching use, but also teaching understanding and mastery Bringing AI into schools: Risks if deployed without control (LESSON 2) Bringing AI into schools: Technological opportunities and educational management problems (LESSON 1) Survey results by Dr. Kieu Phuong Thuy show that 100% of teachers want students to know how to use AI as a learning support tool episode. However, only 33.3% are interested in teaching students to deeply understand programming, models or operating mechanisms of AI. According to her, this gap reflects a reality: society is focusing on exploitation rather than mastery. If students are only instructed on how to utilize tools to create products faster, education will find it difficult to achieve the goal of forming a population with independent thinking and adaptability in a rapidly changing technological environment. AI should therefore not only appear as a convenient application in exercises, but should be included in the curriculum as a content of knowledge suitable for each age. Students need to understand the operating principles, limitations and risks of technology, and then use it consciously and responsibly. Download Dr. Kieu Phuong Thuy believes that AI is easily used as a shortcut to complete learning tasks - Photo: VGP/Thu Trang From capacity to usage standards If understanding to master is a necessary condition, then setting usage standards is a sufficient condition to ensure that AI is not abused in the school environment. According to Dr. Kieu Phuong Thuy, as tools become more powerful and accessible, the line between support and substitution becomes more fragile than ever. She once compared: the same road to the destination, you can take an elevator or climb a mountain; Taking the elevator is faster, but it is the climbing process that helps people grow. The problem therefore does not lie in allowing or prohibiting, but in how to design the learning path so that students still have to climb the mountain - still have to think, criticize and be responsible for their products, even when supported by AI. This requires schools to clearly define the boundaries of using AI in each learning activity. In what stages is AI allowed to assist? What level of intervention is appropriate? When is it necessary to be transparent about tool use? And how to organize testing and evaluation to ensure proper reflection of individual capabilities? If there is a lack of general principles, the implementation will easily fall into a spontaneous situation: some places are too tight, some places are completely relaxed. That lack of consistency not only causes confusion for teachers and students, but also reduces fairness and transparency in assessment. According to Dr. Kieu Phuong Thuy, teachers need to be trained on classroom organization methods, how to ask questions, and how to design tasks so that students still have to think, criticize, and take responsibility for their own products - even with AI support. In other words, AI does not replace teachers, but can profoundly change the way teachers teach without appropriate preparation. At the same time, students need to be educated about ethics and responsibility in the digital environment. Using AI is not just a technical operation, but a value choice: how to use it, how to be transparent, and how to be responsible for your learning products. Download Students need to be educated about ethics and responsibility in the digital environment. Need a synchronous policy framework and roadmap. From the above analysis, bringing AI into schools cannot just stop at encouraging use, but needs to be placed in a clear policy framework, with a specific roadmap and monitoring mechanism. First of all, it is necessary to re-establish the goal of integrating AI in education. In the opinion of Prof. Dr. Le Anh Vinh, Director of the Vietnam Institute of Educational Sciences, when technology can create learning products quickly, the assessment system must be adjusted to ensure it reflects the cognitive process, not just the final result. This requires changes from the way of setting questions, organizing learning activities to the testing and evaluation mechanism at the system level. Second, it is necessary to issue a unified set of guidelines on the scope and principles of using AI in learning and exams. Associate Professor, Dr. Tran Thanh Nam, Vice Rector of the University of Education (VNU), said that AI policy should not go in the direction of an absolute ban, but must establish clear boundaries and be associated with education for responsible use. If there is a lack of common standards, inconsistency between educational institutions will affect equity and increase the risk of technology dependence. Third, investment in teachers needs to be considered a pillar of the process.integration program. The AI competency framework for teachers does not stop at the skills to use tools, but must include the ability to design learning activities in an AI-supported environment and the ability to guide students in using technology in a controlled way. Bringing AI into schools is therefore not just a decision about technology, but a decision about educational administration in the digital era. Technology can change very quickly, but the way the standard design system, assessment mechanism and team training is the deciding factor
