Năng lực trí tuệ nhân tạo của sinh viên sư phạm: Tổng quan hệ thống và hướng nghiên cứu dạy học với hệ thống AI đa tác nhân
Tóm tắt
The rapid development of artificial intelligence (AI) has created new competency requirements for pre-service teachers. This review primarily examines AI competency; multi-agent AI is treated as an emerging design and research direction rather than an established intervention. A PRISMA 2020-guided systematic review synthesized studies indexed in Web of Science, Scopus, and ERIC and published during 2025-2026. Of 462 records retrieved, 65 studies met the eligibility criteria. Existing frameworks commonly converge on foundational AI knowledge, skills for using, evaluating, and creating with AI, and ethical, safe, and responsible practice. Empirical evidence is heterogeneous across subject areas, instruments, sample sizes, and research designs. Only two studies directly addressed AI agents, and none tested a multi-agent system explicitly mapped to an AI competency framework for pre-service teachers. The evidence supports curriculum development around shared AI competency outcomes but does not yet establish the effectiveness of multi-agent AI-supported teaching. Multi-agent AI should therefore be examined through controlled, teacher-supervised studies, with particular attention to validity, privacy, bias, accountability, and transfer to pedagogical practice in Vietnam.
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