Nhận thức của cán bộ quản lí trường phổ thông về vai trò quản lí và lãnh đạo trong bối cảnh trí tuệ nhân tạo

Tóm tắt

Artificial intelligence (AI), especially generative AI, is reshaping school governance, teaching, assessment and data-informed decision-making. Yet empirical evidence on how Vietnamese school leaders perceive their management and leadership roles in AI-enabled schools remains limited. This study used a descriptive phenomenological design and semi-structured interviews with 62 public-school leaders in Ho Chi Minh City, including 25 principals and 37 vice-principals. Data were thematically coded through familiarization, open coding, category building and theme validation. Findings show that school leaders perceive AI as both an opportunity for instructional innovation and administrative improvement and a source of risks relating to equity, data security, ethics and professional capacity. Their perceived roles cluster into four dimensions: AI-oriented vision and strategy; management of resources, data and change; development of teachers’ AI competence; and promotion of an ethical, creative and human-centred school culture. The study provides empirical evidence for developing AI competency frameworks for school leaders in Vietnamese general education.

The findings provide empirical evidence for the development of school leadership and management capacities in the context of AI adoption and digital transformation in education.