Enhancing english teaching competence and methodology for preschool teachers in the context of artificial intelligence application and implementation of the Decision No2371/QD-TTG

Abstract

In the context of implementing the Scheme "Making English the second language in schools for the period 2025-2035, with a vision to 2045", enhancing English teaching competence and methodology for teachers has become an urgent task of the education system. This article presents the theoretical foundations, structure, and implementation orientation of the training program "Enhancing English Teaching Competence and Methodology for Preschool Teachers" developed and implemented by Hanoi Metropolitan University. The program is designed based on modern preschool education theories (Piaget, Vygotsky), UNESCO and OECD guidelines on ethical and safe application of AI technology in education, aiming to develop three core competency groups: English language proficiency and communicative teaching methodology, competence in designing child-centered learning materials and activities, and competence in applying AI to personalize learning. The study employs instructional design and development methodology combined with surveys, teacher interviews, and classroom observations. Pilot results show that teachers completing the program demonstrate improved abilities in designing flexible lesson plans, applying AI to create multi-sensory learning materials, and enhanced awareness of data security and digital ethics. The article proposes recommendations for scaling up the model, developing teacher competency assessment criteria, and creating an open educational resource bank to serve the nationwide preschool education program.