Abstract
The rapid rise of Generative Artificial Intelligence (AI) is increasingly influencing the education sector globally. Understanding and supporting AI literacy among educators is therefore a growing priority to ensure confidence and competence in responsible use. This study presents the initial findings from a survey of high school teachers’ current AI literacy in Vietnam. We conducted and analysed a survey (n = 543, rural and urban) to cover AI awareness, attitudes, ethics, and methods of use.
Many teachers expressed enthusiasm and perceived value in the use of AI in education, but there are still gaps in ethics, infrastructure, and training. We argue that AI literacy initiatives must go beyond technical competence and include ethics, transparency, and sociocultural relevance, supporting a meaningful integration of AI in Vietnamese schools and contributing to broader discussions in the Global South.
Many teachers expressed enthusiasm and perceived value in the use of AI in education, but there are still gaps in ethics, infrastructure, and training. We argue that AI literacy initiatives must go beyond technical competence and include ethics, transparency, and sociocultural relevance, supporting a meaningful integration of AI in Vietnamese schools and contributing to broader discussions in the Global South.
| Original language | English |
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| Publication status | Published (VoR) - 2025 |
| Event | UK Workshop on Computational Intelligence 2025 - Duration: 3 Sept 2025 → 5 Sept 2025 https://ukci2025.napier.ac.uk/ |
Workshop
| Workshop | UK Workshop on Computational Intelligence 2025 |
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| Abbreviated title | UKCI2025 |
| Period | 3/09/25 → 5/09/25 |
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Funding
This work was supported by a Research Collaborations grant, ID [1203765317 Cui Vietnam], under the International Science Partnerships Fund. The grant is funded by the UK Department for Science Innovation and Technology in partnership with the British Council.