Đề xuất khung và quy trình ứng dụng trí tuệ nhân tạo hỗ trợ phát triển năng lực giải quyết vấn đề trong dạy học tiếng Anh cho sinh viên ngành Giáo dục tiểu học

Tóm tắt

In the context of digital transformation in education and the imperative to enhance foreign language proficiency for future teachers, this paper analyzes and synthesizes theoretical frameworks concerning the problem-solving competence of pre-service primary school teachers to identify ways of developing this competence in English language teaching. The study employs evidence-based theoretical analysis (Desk Research), together with an analysis of the digital competency framework of the United Nations Educational, Scientific and Cultural Organization and Circular No. 02/2025/TT-BGDĐT. On this basis, the paper proposes (1) a behavioral indicator framework for problem-solving competence; (2) a four-step process comprising Analyze, Plan, Practice with Feedback, and Evaluate and Adjust, supported by artificial intelligence tools such as ChatGPT, Gamma, Canva AI, and Mentimeter. The model aims to strengthen core component competencies, including problem identification, pedagogical decision-making, critical thinking, and self-regulation. These proposals are closely aligned with the professional requirements of future primary school teachers in the digital age and contribute to orienting and improving the quality of teacher education at higher education institutions.