In the context of a global wave of artificial intelligence (AI) becoming an essential part of economic and social life, Vietnam is facing a significant opportunity to break through and become a developed nation. However, to seize this opportunity, the key prerequisite is preparing a younger generation with the capacity to adapt, innovate, and master new technologies. And the place to prepare this generation is none other than the school system.
Introducing AI into education is not merely about skill training, but rather a profound transformation in educational thinking—about how we learn, how we teach, and how we live in a world where humans and machines are increasingly collaborating. If not properly prepared, it is the students—the future of the nation—who may become passive, outdated, or overly dependent on technology, rather than mastering it.
Artificial intelligence has been and continues to fundamentally transform many sectors: from manufacturing, healthcare, and transportation to media, finance, and education. Machine learning models, natural language processing, and computer vision are now capable of performing tasks that were once considered exclusive to humans, such as writing, solving equations, diagnosing diseases, and even composing poetry and creating art.
In education, AI can support personalized learning, allowing students to progress at their own pace, tailored to their individual abilities. AI systems can track learning progress, suggest relevant content, and assist with automated assessments, saving teachers time so they can focus on more critical tasks. Some AI-powered learning platforms can even act as teaching assistants, explaining concepts, providing examples, and offering real-time feedback.
If today's secondary school students are not given guided access to AI and critical thinking, they may very well enter the labor market in the future with a passive mindset—using tools without understanding their essence, being led by technology rather than knowing how to lead technology to serve their lives.
A common misconception today is to view AI as a "universal machine" that can replace human intelligence. In reality, AI excels at tasks that are repetitive, follow clear patterns, and are trained with data. However, it cannot replace human intuition, emotions, values, or moral judgment—key factors that are essential to human thinking and decision-making.
Therefore, if students are taught to believe that AI is always "right" and "omniscient," they are at risk of becoming dependent, failing to develop analytical thinking, asking questions, or engaging in critical thinking. This is extremely dangerous, as the ability to think independently, creatively, and make decisions are essential human capabilities that cannot be replaced.
A simple yet effective analogy is that AI is like an excellent assistant—it can quickly remember, synthesize information well, and respond promptly—but the decision-making must still be done by humans. Students need to learn how to delegate tasks to the assistant, provide clear instructions, assess the results, and make adjustments when necessary. Otherwise, students may be misled by answers that seem reasonable but are in fact incomplete, inaccurate, or biased.
Integrating AI into education cannot be a matter of simply "adopting it because it seems good" or "installing the latest software just because it's new." To fully capitalize on the benefits of AI and avoid potential risks, a well-structured strategy is essential—one that is tailored to the age, educational level, and cognitive capacity of students.
At the elementary school level, students should be introduced to AI in a way that encourages exploration, play, and learning, stimulating curiosity and creativity. AI can be introduced through simple tools such as interactive chatbots, storytelling applications, or voice-controlled robots. However, teachers and parents must play the role of intermediaries, explaining and helping children understand that AI is a tool, not an "all-knowing entity."
At the middle school and high school levels, where students are capable of more abstract thinking, AI can be integrated into subjects such as literature (writing essays with AI support), mathematics (solving problems and explaining results), computer science (introducing machine learning models), and natural sciences (analyzing experimental data with AI assistance). However, its application needs to be controlled. For instance, any learning product that involves AI support should include a record of the process: what the student asked, what AI responded, how the student modified the output, and how they evaluated the result.
Rather than prohibiting or blindly encouraging AI, education should focus on developing a method of teaching and learning with AI—one that emphasizes the active role of humans, requires transparency in information sources, and cultivates students' critical evaluation skills.
We often say: AI is a sharp tool. However, any sharp tool can be dangerous if not properly controlled. Just like driving, using AI not only requires skill, but also an understanding of responsibility and the ability to self-regulate.
Learners should not only be taught how to operate AI, but also educated on the ethics of AI usage—from not plagiarizing, avoiding the use of AI for cheating, to refraining from sharing personal data carelessly. Principles such as transparency, explainability, fairness, and human-centeredness should be incorporated into education from an early stage, using engaging and relatable examples.
Teachers are no longer the "sole source of knowledge" but will become guides, thought provokers, and companions in students' learning journeys—where AI is a part of that process. However, for this to be effective, teachers must receive thorough training to fully understand AI, control how it is used in the classroom, and be able to distinguish between a student's true abilities and work produced by AI.
From practical experience and analysis in the research, three essential principles for integrating AI into education are: effectiveness, responsibility, and control.
Effectiveness means that AI must clearly serve educational goals, helping learners progress, rather than causing distractions or overshadowing human abilities. Responsibility emphasizes that users of AI—both teachers and students—must take responsibility for the outcomes they create, rather than blaming the technology. Control is the factor that ensures AI use is carried out within a regulated framework, with guidance, feedback, and the ability to adjust when discrepancies arise.
We need to urgently establish a national policy framework for integrating AI into general education, focusing not only on technology knowledge but also on methodologies, ethics, mindset, and life skills alongside AI.
There is a significant difference between "teaching AI" and "teaching to live with AI." Teaching AI is often technical: algorithms, programming, models. However, living with AI is a holistic skill—it requires critical thinking, communication, collaboration, creativity, and a sense of responsibility.
General education does not necessarily aim to turn all students into AI programmers, but it should help them understand that AI is an integral part of modern life. Those who master AI are those who know how to use it to enhance human value—without losing their human identity.
Just like learning a language, learning AI must begin with the correct understanding—that this tool cannot replace emotions, ethics, or personal choices. AI can help write an essay more efficiently and effectively, but only humans can infuse it with emotions, experiences, and personal viewpoints.
Integrating AI into education in Vietnam presents a great opportunity to enhance the quality of education and prepare the younger generation to master the future. However, if not approached with caution, it can also become a "double-edged sword" that diminishes students' independent thinking and resilience.
Success does not lie in how many tools are introduced into the classroom, but in how many students learn to think, evaluate, and create with the support of AI. To achieve this, Vietnam’s education system needs a long-term strategy, a culturally adaptive approach, and a strong commitment to take timely action.
If done well, we will not only train talented learners but also nurture resilient, creative, and humane citizens—ready to work with AI to build a better future for themselves and for the country.