About building real capacity for teachers in the age of AI




On the occasion of Vietnamese Teachers' Day, every year we collectively honor the noble profession of human cultivation and reflect on the mission of education in a volatile historical context. More than a century has passed since the 'Chấn dân khí' (strengthening the national spirit) movement was initiated by patriotic Confucian scholars and intellectuals. This was a great slogan, bearing the mission of awakening and uplifting the will of the entire nation; however, after more than a hundred years of arduous endeavor, this slogan has become a boulder too large, too overwhelming for intellectuals and Confucian scholars. The efforts to enlighten the populace and strengthen the national spirit have achieved many significant accomplishments, but we also have to face a harsh reality: the national spirit has not been thoroughly revitalized, and increasingly, there appear "ngáo sĩ" (pseudo-intellectuals), those who claim to be intellectuals and guides but lack solid foundational knowledge, possess weak critical thinking, and are only good at creating useless noise. 

The alarming increase in the "ngáo sĩ" class has a deep-seated cause in the poor quality of general education, which has not equipped the younger generation with genuine critical thinking abilities and sustainable self-learning skills. This is a stern warning showing that without a solid educational foundation, the development of the 'national spirit' will become vague and easily misled, even creating self-satisfied generations detached from reality. Therefore, it is time for us to shift our focus, prioritizing 'Chấn Giáo Khí' (Strengthening Educational Spirit), fortifying the spirit and capacity of the education system itself and its teaching staff. 'Chấn Giáo Khí' is not only a necessary task but also a top priority to create a generation of citizens with real capacity and intellect, laying a solid foundation for the sustainable revitalization of the national spirit. 

The heart of the education system is the teacher, and a teaching staff strong in knowledge and methodology is the core of the 'Chấn Giáo Khí' endeavor. Conversely, an educator lacking three crucial foundational knowledge areas will not be able to fulfill their mission in the 21st century, thereby indirectly contributing to the proliferation of 'ngáo sĩ'. Firstly, a lack of knowledge in Learning Outcomes Measurement (including Learning Sciences) causes teachers to stop at merely testing students' memory, unable to assess critical thinking, problem-solving abilities, or practical skills, leading to superficial results and wasted teaching time. Secondly, a lack of Scientific Research in teaching (Action Research) makes teachers passive, repeating outdated and ineffective methods, unable to identify and solve problems arising in their own classrooms. Thirdly, a lack of ability to Connect multi-disciplinary sciences and arts (STEAM) causes teachers to convey isolated knowledge, lacking practical application, unable to help students see the connection between theory and practice, reducing learning motivation and creativity. Due to these risks, enhancing teachers' capabilities must focus on these three foundational areas, helping them transform from knowledge transmitters into professional creators and innovators. 

Specifically, regarding Learning Measurement (Learning Sciences), equipping teachers with this knowledge helps them better understand how people learn in various contexts, delving into cognitive theories of how the brain acquires, processes, and stores information. More importantly, this knowledge also helps teachers design truly effective learning experiences, optimizing students' acquisition and retention processes, while applying authentic assessment methods. When teachers have in-depth knowledge of Learning Sciences, they will shift from merely being 'knowledge transmitters' to 'learning experience designers', knowing how to personalize learning and overcome cognitive barriers, thereby helping students develop competencies comprehensively. 

Parallel to mastering the science of learning, every teacher needs to be equipped with practical skills in Action Research, which is the process where teachers identify a problem in their classroom, build an intervention solution, apply it, collect data, and evaluate its effectiveness. This process helps teachers develop critical thinking and problem-solving skills, encouraging them to actively explore and improve teaching methods instead of passively waiting for solutions from superiors. Thanks to this, action research allows teachers to adjust strategies based on their students' specific contexts and needs, creating a culture of continuous improvement in schools. 

It is when general education teachers have solid knowledge of Learning Sciences and Action Research that they will confidently stand firm against the wave of Artificial Intelligence (AI) and new scientific and technical fields. Knowledge of Learning Sciences provides them with an understanding of the nature of human learning, a field where AI can only assist but not replace. Action Research trains teachers in problem-solving using data and systems thinking, helping them easily adapt and integrate AI technology into teaching proactively and selectively, transforming AI from a threat into a powerful tool for personalized learning. This confidence is based on practical competence, helping teachers become leaders of technology rather than its slaves, thereby unlocking students' intelligence more genuinely and effectively. 

Furthermore, the STEAM (Science, Technology, Engineering, Arts, Mathematics) focused strategy is a strategic step to implement multi-disciplinary connection, one of the three crucial foundational knowledge areas mentioned. STEAM is not just about teaching individual subjects but an interdisciplinary approach, focusing on applying knowledge to solve real-world problems. Specifically, focusing on STEAM enhances Engineering and Design Thinking, helping students not only learn scientific formulas but also learn how to use technology and apply engineering processes to design, build, and test creative solutions. Investing in training teachers capable of organizing complex STEAM projects is the current focus of 'Chấn Giáo Khí', because that is how we create a generation of citizens who not only know how to 'memorize' but also how to 'create' and 'innovate'. 

The mission of 'Chấn dân khí' cannot be accomplished without a strong 'Giáo Khí' (educational spirit and capacity). To overcome the 'boulder too large' called 'Chấn dân khí' and eliminate the risk of producing 'ngáo sĩ', we must start by casting solid bricks named 'Chấn Giáo Khí'. The top priority is investing in people, specifically teachers, through three fundamental transformations: transformation from transmission to creation by equipping with Learning Sciences knowledge, transformation from passive to active by encouraging Action Research, and transformation from outdated to modern by focusing on STEAM development. When every general education teacher is confident with artificial intelligence and new scientific and technical fields thanks to their in-depth knowledge and capabilities, the National Spirit will naturally be revitalized, becoming stronger and more sustainable than ever before.

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