DEVELOPING AI LITERACY FOR PRIMARY SCHOOL TEACHERS IN CHINA AND SUGGESTIONS FOR VIETNAM

DOI: 10.18173/2354-1075.2025-0074

Tóm tắt

China stands as a prominent leader in the development and application of artificial intelligence across diverse sectors, including significant advancements in educational AI integration. This research was undertaken to address this vital need by investigating the current state of AI literacy among primary teachers in Yunnan, China. Despite contextual differences, Yunnan's experiences offer pertinent insights for Vietnam due to its socioeconomic parallels with certain Vietnamese regions and shared challenges in educational technology integration. This quantitative data was complemented by a qualitative review of Chinese AI educational practices and a comparative analysis with the Vietnamese educational context, considering policy, infrastructure, and teacher capabilities. The study, underpinned by Bloom's taxonomy, examines how these dimensions interrelate and influence the overall AI literacy of teachers, providing an evidence-based foundation for policy recommendations. On this basis, the paper proposes actionable solutions to enhance AI literacy and application in primary education in Vietnam, with these recommendations carefully adapted and grounded in the specific findings of the comparative analysis and Vietnamese contextual factors.