Developing the capacity to adapt to AI
Last August, Deputy Prime Minister Le Tien Chau signed a decision approving a national programme for AI human resource development to 2030, with orientations towards 2035, aiming to equip approximately 10 million workers with AI skills by 2030.
To realise the goal of developing human resources in the AI era, educational institutions need to focus not only on equipping learners with technological skills but also on their ability to apply knowledge and adapt to changes in the workplace.
According to Dr Tan Hong Ming, Assistant Dean for Digital Operations at the National University of Singapore (NUS) Business School, as AI becomes increasingly widespread in businesses, students need to know how to use the technology appropriately to improve work efficiency.
He said understanding AI is only the starting point. A company can train all its employees to use AI tools but still see little improvement in productivity if its processes and management practices remain unchanged. This is why leadership capabilities are just as important as technical skills.
The changes brought about by AI require higher education institutions to reconsider both what they teach and how students acquire and apply knowledge. Professor Teo Chung Piaw, Dean of NUS Business School, said business schools need to consider not only what students should learn but also how they acquire knowledge and apply what they have learnt.
According to Professor Teo, incorporating new technologies into existing teaching methods is not enough to ensure improvements in learning outcomes. AI should be used to create more opportunities for students to think critically, explore different perspectives and develop independent judgement.
At NUS Business School, an AI-powered business simulation model is being piloted for students enrolled in its Master of Business Administration (MBA) and Executive MBA programmes. The model uses ScholAIstic, a generative AI platform developed by the NUS AI Centre for Educational Technologies, adapted for management training. Under the model, AI-simulated business leaders interview students before they present their business recommendations.
In addition to undergraduate education, postgraduate and executive education programmes provide opportunities for working professionals and managers to update their knowledge and develop the capabilities needed to manage technological and organisational change.
Pham Kieu Oanh, founder and Chief Executive Officer of Fortune Media and an alumna of the NUS MBA programme, said one of the programme’s key benefits was helping students approach business challenges from multiple perspectives.
According to Oanh, as AI transforms the way organisations operate, the ability to critically question existing assumptions, evaluate information and make sound judgements is becoming increasingly important. These capabilities are not tied to any particular technology and remain essential for leaders navigating a rapidly changing business environment.
Developing digital universities with data at their core
Alongside reforms to teaching methods, digital transformation requires higher education institutions to change how they are governed and operated.
Discussing the policy framework for developing digital universities and smart governance, Dr Dang Van Huan, Deputy Director of the Higher Education Department under the Ministry of Education and Training, said digital transformation in higher education has moved beyond digitising documents, introducing learning management systems or moving administrative procedures online.
The requirement now is to organise teaching, research, governance and student support services around data and digital technologies, while strengthening connections between universities, the state, businesses and society.
At the level of smart governance, data is used for analysis, forecasting and decision-making support. AI can help personalise learning and support management and administration, but its use must be properly controlled, with human oversight and accountability.
According to Huan, Viet Nam has gradually established a policy framework to guide digital transformation in higher education. The next task is to translate these policies into practice and ensure their effective implementation at educational institutions.
Key priorities include developing interoperable digital infrastructure; standardising higher education data; reforming the organisation of training in digital environments; promoting data-driven governance; strengthening digital and AI capabilities among students and staff; and ensuring information security, ethical standards and accountability in the use of technology.
Beyond reforms to teaching methods and governance, stronger cooperation between higher education institutions and businesses plays an important role in helping students understand the practical demands of the labour market.
According to Dr Tan Hong Ming, graduates need to know how to use AI while also possessing professional expertise, understanding how businesses operate and developing skills such as interviewing, presenting and communicating.
He said aligning education more closely with business needs requires cooperation between educational institutions and employers. Businesses can help identify the skills required, provide experts and create opportunities for students to gain practical work experience through training programmes, internships and workplace placements.
