Trí tuệ nhân tạo, năng lực số và đổi mới dạy học trong giáo dục: Tổng quan nội dung chủ đề các nghiên cứu trên dữ liệu Scopus giai đoạn 2020-2026
Tóm tắt
In the context of digital transformation in education, artificial intelligence is expanding opportunities for learning-material design, learning activities, feedback, assessment, and instructional decision-making. This study conducts a PRISMA 2020-guided systematic review combined with thematic content analysis of 27 articles selected from the Scopus database, with data retrieved up to June 15, 2026. The articles were systematically categorized by educational context, study population, research design, type of artificial intelligence, conceptualization of competence, key findings, and limitations.
Five interrelated themes were identified: teachers’ AI and digital competence development; AI integration in instructional design; learner competence development; conditions affecting AI implementation; and responsible AI use. The corpus includes framework studies, surveys, case studies, interventions, and reviews; therefore, the findings do not support a uniform claim regarding the effects of AI on teaching innovation. Overall, AI has the potential to support teaching innovation when it is aligned with teachers’ pedagogical competence, learning-design quality, institutional conditions, and principles of ethics, privacy, information verification, and academic integrity.
Tài liệu tham khảo
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