Trường Đại học Vinh ứng dụng mô hình hợp tác “ba nhà” trong giảng dạy trí tuệ nhân tạo: nghiên cứu thí điểm tại các trường trung học phổ thông ở tỉnh Lâm Đồng

Tóm tắt

Under the impact of Education 4.0, Artificial Intelligence (AI) plays an increasingly pivotal role in innovating pedagogical methods and educational governance. This paper analyzes the current situation and evaluates the effectiveness of an AI training program for teachers in Lam Dong Province, implemented through the "Triple Helix" collaboration model (Government - University - Industry). Utilizing a mixed-methods approach, the study examines teachers’ readiness, practical applicability, and key factors influencing AI adoption post-training. Empirical resultsfrom a sample of 150 high school teachers indicate that the program significantly enhanced digital pedagogical competence, particularly in integrating generative AI into instructional design and personalized learning activities. However, the sustainability and scalability of AI integration remain highly dependent on technological infrastructure and continuous professional support mechanisms. Based on these findings, the paper proposes policy implications to optimize AI teacher training in alignment with the specific socio-economic characteristics of the locality. The findings offer practice-based evidence to inform AI teacher training initiatives within Vietnam’s educational digital transformation, particularly in non-metropolitan contexts. Moreover, the study highlights the necessity of aligning AI training with infrastructural readiness, sustained professional support, and inter-institutional coordination to enhance policy feasibility and long-term implementation in educational systems.