Developing AI literacy for teachers in Vietnam's schools: Challenges, strategies, and best practices

Kim Manh Tuan (), Mai Thi Khuyen () and Nghiem Thi Thanh ()

International Journal of Education and Practice, 2025, vol. 13, issue 4, 1404-1423

Abstract: The aim of the study is to emphasize the growing importance of artificial intelligence (AI) literacy among teachers at a time when Vietnam is undergoing a significant phase of educational transformation. AI now influences the management of schools and the daily practices within classrooms, creating opportunities for new forms of teaching and leadership. However, progress remains uneven. Teachers in metropolitan centers often have earlier access to technology, while colleagues in rural areas face limited resources, slower institutional readiness, and fewer opportunities to experiment with AI in their professional work. This study focuses on how teacher preparation programs and collaborative professional cultures can help narrow this gap. Formal training that integrates AI into its curriculum provides a structured pathway for developing competence. Professional learning communities (PLCs) support this process by encouraging dialogue, sharing lived experiences, and maintaining motivation to adopt innovations. The combination of structured learning and collegial interaction helps educators see AI as a means of empowerment rather than an external demand. The findings indicate that AI applications can reduce routine administrative duties, allowing more time for instructional design, student engagement, and pedagogical creativity. The practical implications suggest embedding AI literacy within teacher education frameworks and promoting collaborative networks to prepare Vietnamese teachers to lead effectively in classrooms increasingly influenced by AI.

Keywords: AI literacy; Digital divide; Educational technology; Professional development; Teacher training. (search for similar items in EconPapers)
Date: 2025
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