Although AI is becoming a crucial tool driving innovation in education, at many universities, its application lacks clear direction and systematic implementation. This necessitates the establishment of regulations and standards to ensure effective implementation.
The Fourth Industrial Revolution, driven by the rapid advancement of AI, is bringing about profound changes in higher education, contributing to the innovation of teaching, learning, and assessment activities.
In teaching, AI assists in designing learning materials, creating questions, providing automated feedback, and grading. This reduces administrative burdens and enhances pedagogical efficiency while providing data to improve curricula and monitor student progress.
In learning, AI offers personalised experiences through virtual learning assistants, resource recommendation systems, and tools for writing practice and self-assessment, thereby helping students improve their self-study skills, proactivity, and engagement.
AI also contributes to creating a smart educational environment by supporting academic management, detecting academic dishonesty, and ensuring fair assessment, thus laying the groundwork for improving course content and teaching methods.
Given its increasingly widespread adoption in higher education, integrating AI into teaching and learning is not merely a technological choice but a strategic imperative in the context of educational innovation.
However, the effectiveness of AI application is hindered by limited awareness; both educators and students often stop at merely “knowing the tools” rather than achieving “responsible use” as defined by AI competency standards.
Furthermore, a lack of skills in integrating technology into teaching, combined with a shortage of policies and systemic support mechanisms, highlights a significant gap in digital competency.
A survey conducted by Pham Thi Chiem (Dong A University of Technology) reveals that 95% of students and 89% of lecturers have used ChatGPT. Students primarily use AI for research and writing assignments, whereas lecturers focus on planning lessons and designing questions.
However, only 12.5% of lecturers and 28.6% of students possess a clear understanding of AI; 50% of lecturers cite a lack of official guidelines, while 60% of students express concerns regarding the tool's reliability. Additionally, 52% of students and 42% of lecturers surveyed are concerned about academic ethics regarding AI usage.
The survey results identify key barriers to AI adoption, including a lack of guidelines, ethical concerns, limited technological and pedagogical skills, and disparities in awareness and usage frequency between the two groups.
Experts suggest that AI adoption in higher education requires proactive leadership from institutions — through training, technical support, and the implementation of appropriate policies — to ensure effectiveness, transparency, and proper strategic direction.
Universities must invest in the necessary infrastructure, technology, and resources to facilitate convenient, rapid, and effective AI integration, particularly by securing knowledge databases that meet teaching and learning requirements.
According to researcher Pham Thi Chiem, enhanced communication and guidance are needed to ensure students correctly understand the role, limitations, and risks associated with using AI in their studies.
Meanwhile, educators require discipline-specific training and guidance on integrating AI into lesson design and student assessment. Educational institutions need to develop and issue transparent AI usage policies, encompassing ethical guidelines, assessment criteria, and the permissible extent of AI integration in teaching and learning activities.
Dr Nguyen Dang Khoa (School of Technology, National Economics University) argued that state regulatory bodies must clearly demonstrate their role in establishing a legal framework for the development and application of AI in education. Such regulations should define objectives, technical requirements, and quality standards to ensure that AI implementation within educational institutions is effective, safe, and sustainable.
Policies regarding funding and scholarships should be established to encourage faculty participation in specialised AI training — thereby enhancing teaching staff capabilities — as well as to provide financial support for students pursuing majors related to AI and high-tech fields.
The Ministry of Education and Training has announced the development of an AI utilisation strategy with the overarching goal of applying AI comprehensively and systematically across the sector, aiming to build a modern, effective, and sustainable digital education system.
On June 30, the Ministry issued Circular No. 49/2026/TT-BGDĐT regulating technology application in higher education and vocational education; this marks the first time that regulations regarding the use of AI in training and scientific research have been formally issued.
Under these regulations, the development of digital and AI competencies within higher education institutions must align with established digital competency frameworks for learners and educators, as well as relevant competency standards and guidelines.
Higher education institutions are required to establish regulations or codes of conduct regarding AI usage in training, testing, assessment, scientific research, administration, and service provision, tailored to their specific institutional conditions.
At the same time, it is essential to ensure that learners, teaching staff, and educational administrators meet the prescribed requirements regarding digital literacy, artificial intelligence proficiency, and academic integrity within the digital environment.
