📋 Tender Overview
Artificial intelligence (AI) is entering the classroom much faster than previously predicted. In this, it both opens up the possibility of personalization, supports instant feedback, and raises unprecedented questions about teaching, learning and assessment. However, there is still a gap between expectations and reality: if not clearly oriented, AI can distort educational goals instead of promoting innovation. Artificial intelligence is no longer a story of the distant future. It is already present in the way students search for information, do homework and access knowledge every day. In that context, the question is no longer whether to bring AI into schools, but how the education system will approach this technology to both take advantage of and maintain the goal of human development. AI in schools: When technology resets the way of teaching and learning According to Prof. Dr. Le Anh Vinh, Director of the Vietnam Institute of Educational Sciences, integrating AI needs to start from a basic question: what is the goal of teaching. If a machine can write lessons, Solving math problems and synthesizing documents in just a few seconds, is asking students to submit a complete product still enough to prove they understand the problem? In the past, providing a solution could be considered evidence of understanding. Now, AI can provide solutions without understanding. If we only look at the final product, it is very difficult for us to know whether students are really learning or not, he analyzed. This comment does not stop at concerns about academic fraud. It resets the foundation of the teach-practice-test model that has operated for many years in schools. When the solution is no longer synonymous with the cognitive process, the assessment method is forced to change. This pressure, according to him, opens up opportunities for education to shift its focus from measuring products to observing learners thinking processes. Download Prof. Dr. Le Anh Vinh: AI integration needs to start from a basic question: what is the goal of teaching? - Photo: VGP/Thu TrangEducation must focus on technology. From the way of re-posing the issue of assessment, a principle is emphasized by Prof. Dr. Le Anh Vinh: technology must not lead education. Learning is not just about accessing answers. The value of learning lies in the process of exploration, questioning, trial and error. If AI is used in a way that shortens the entire process, students can complete the task faster, but their thinking ability may not be adequately fostered. Education must set the problems for technology, not let technology re-set the problems for education, he said. This means changing the way the questions are set, the way the learning activities are organized, and the way of assessment. Instead of simply requiring a correct answer, teachers need to design tasks that force students to explain, defend their opinions, and demonstrate their thinking processes. At that time, AI can become a tool to support quick feedback, analyze learning progress, and suggest documents. However, the final decision on how to learn and evaluate still belongs to humans. AI has partly revealed pre-existing limitations in the way teaching and learning is organized. Download the Artificial Intelligence Competency Framework for high school students officially issued from the end of 2024Implementation conditions and team rolesAt the management level, the Ministry of Education and Training has made preparations before AI became a hot topic in public opinion. In 2024, guidance documents for teaching and learning AI in schools will be completed. At the end of 2024, the artificial intelligence competency framework for high school students will be officially issued. In 2025, the AI competency framework for teachers will continue to be built along with detailed educational content. From the second semester of the 2025-2026 school year, the program will be piloted before summarizing, evaluating and adjusting. We should not create too much pressure or deploy according to the trend. We need to follow a scientific roadmap, with periodic evaluation to ensure substantive effectiveness, he affirmed. According to him, schools that have implemented the subject of Mechanical Informatics well Ban has certain advantages when introducing AI into teaching. However, infrastructure conditions are only part of it. The deciding factor is still the teaching staff. Surveys after training sessions show that the majority of teachers have actively learned and used AI in their work. The current need is for a unified, methodical program to be implemented synchronously, avoiding the situation where each place does it in a different way. Three factors need to be ensured at the same time: the program framework is flexible enough to adapt to rapidly changing technology; capacity of teaching staff; and technical infrastructure to meet teaching and learning requirements. If one of these three pillars is missing, it will be difficult for integration to achieve sustainable results. In the context of rapid technological change, education does not have much room to slowly adapt. However, innovation does not mean haste. What needs to be maintained is the goal of developing learners intrinsic abilities. AI does not replace education, but it forces education to self-adjust. The question is no longer whether to use technology or not, but within what objective framework. Opportunities only become benefits when technology is integrated within a clear and directional frameworkappropriate control mechanism. Otherwise, technology itself can derail the goals that education is aiming for. Thu TrangSee moreInnovating teacher training in the context of digital transformation and AISee moreTeaching in the AI era: The subjective role of the teacherSee moreContent framework for piloting artificial intelligence (AI) education for high school students
