Trí tuệ nhân tạo trong giáo dục Việt Nam năm 2026

Abstract

This article reflects the contrast in the application of Artificial Intelligence (AI) in education between urban and rural areas. In urban areas, AI supports teaching and learning but carries the risk of creating a "thinking debt." This is a dangerous consequence when learners and teachers become dependent on AI tools, eroding many other thinking abilities. On the other hand, AI can deepen regional inequality. However, disadvantaged areas have the opportunity to "leapfrog" if they address their current weaknesses correctly. The article offers five proposals for these areas. To avoid technological pitfalls, the article emphasizes the need to innovate student assessment methods and integrate AI skills into teaching. The core point is that AI must play a role in supporting people to think better, rather than just being a tool to provide answers faster. Keywords: AI, education, 2026, thinking debt, regional inequality.