Enhancing higher education management capacity in Vietnam under the dual impact of artificial intelligence
DOI:
https://doi.org/10.59394/JSM.142Keywords:
Training management, artificial intelligence, digital safety, adaptive governance, VietnamAbstract
Artificial Intelligence (AI) is fundamentally transforming the learning environment and creating new challenges for higher education training management in Vietnam. National digital transformation raises the question of how management should be organized to ensure training quality and maintain academic standards at the higher education level. This article analyzes the dual impact of AI on educational activities, thereby identifying the requirements for management mechanisms, particularly in the aspects of tool utilization, evaluation organization, and data control. By combining theoretical analysis with evidence from higher education institutions in Vietnam, the article proposes an action framework to standardize AI use, restructure evaluation systems to promote transparency in the learning process, and integrate data governance into quality assurance systems.
References
Biggs, J. (1996). Enhancing Teaching through Constructive Alignment. Higher Education, 32(3), 347-364. https://doi.org/10.1007/BF00138871
Bovens, M. (2007). Analyzing and Assessing Accountability: A Conceptual Framework. European Law Journal, 13(4), 447-468. https://doi.org/10.1111/j.1468-0386.2007.00378.x
Dzung, M. N. (2025). Application of Artificial Intelligence in Universities in Vietnam. Journal of Economics and Forecasting. Retrieved from https://kinhtevadubao.vn/ung-dung-tri-tue-nhan-tao-trong-cac-truong-dai-hoc-tai-viet-nam-32008.html
Em, D.V., Phuong, N. D. L., & Hong, N. T. (2024). The Current State of ChatGPT Application in Learning and Research Among Students of Vietnam National University Ho Chi Minh City. Journal of Education, 24(1), 36-41. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1212
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., & Vayena, E. (2018). AI4People-An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds and Machines, 28, 689-707. Retrieved from https://doi.org/10.1007/s11023-018-9482-5
Ho Chi Minh City Open University. (2025). Announcement No. 282/TB-HTQLKH dated September 4, 2025, on the Rules for Using Generative Artificial Intelligence (AI) in Conducting Student Research Projects at Ho Chi Minh City Open University. Retrieved from https://htqlkh.ou.edu.vn/api/upload/hcmcou-ffMI35CSF-Huong%20dan%20AI%20cho%20SVNCKH.pdf
OECD. (2014). Risk Management and Corporate Governance. OECD Publishing.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, 38(1), 1-4. Retrieved from https://doi.org/10.1207/S15326985EP3801_1
Politburo. (2019). Resolution No. 52-NQ/TW dated September 27, 2019, of the Politburo on several guidelines and policies for proactive participation in the Fourth Industrial Revolution.
Politburo. (2024). Conclusion No. 91-KL/TW dated August 12, 2024, of the Politburo on continuing the implementation of Resolution No. 29-NQ/TW, dated November 4, 2013, of the 11th Central Committee of the Communist Party “On fundamental and comprehensive renovation of education and training to meet the requirements of industrialization, modernization in the context of a socialist-oriented market economy and international integration”.
Politburo. (2025). Resolution No. 71-NQ/TW dated August 22, 2025, of the Politburo on breakthroughs in the development of education and training.
Prime Minister. (2020). Decision No. 749/QD-TTg dated June 3, 2020, approving the National Digital Transformation Program to 2025, with orientation to 2030.
Prime Minister. (2021). Decision No. 127/QD-TTg dated January 26, 2021, promulgating the National Strategy for Research, Development, and Application of Artificial Intelligence to 2030.
Sang, N. M., Tuan, N. M., & Minh, T. H. (2026). Acceptance of ChatGPT Usage in Learning: The Case of Chemistry Students at Ho Chi Minh City University of Education. Journal of Science Ho Chi Minh City Open University - Social Sciences. Retrieved from https://journalofscience.ou.edu.vn/index.php/soci-vi/article/view/4387
Siu, K. W. M., Zou, J., Jiang, Y., Yang, Z., Zhang, K., & Zhao, T. (2025). Dynamic Scaffolding: Exploring the Role of Artificial Intelligence in Urban Design Education. Frontiers of Urban and Rural Planning, 3(1), 8. Retrieved from https://doi.org/10.1007/s44243-025-00060-7
Sun, Y., Sheng, D., Zhou, Z., & Wu, Y. (2024). AI Hallucination: Towards a Comprehensive Classification of Distorted Information in Artificial Intelligence-Generated Content. Humanities and Social Sciences Communications, 11, 1-14. Retrieved from https://doi.org/10.1057/s41599-024-03811-x
University of Economics Ho Chi Minh City. (2025). Regulations on Controlling and Handling Plagiarism and the Use of Artificial Intelligence (AI) in Academic Products at the University of Economics Ho Chi Minh City. Retrieved from https://daotao.ueh.edu.vn/quy-dinh-ve-viec-kiem-soat-xu-ly-hanh-vi-dao-van-su-dung-tri-tue-nhan-tao-ai-trong-cac-san-pham-hoc-thuat-tai-dai-hoc-kinh-te-thanh-pho-ho-chi-minh/?utm_source=chatgpt.com
Vi, T. T. (2025). Vietnamese students and the use of artificial intelligence: Current situation, awareness, and orientation. State Management Journal. Retrieved from https://www.quanlynhanuoc.vn/2025/05/27/sinh-vien-viet-nam-voi-viec-su-dung-tri-tue-nhan-tao-thuc-trang-nhan-thuc-va-dinh-huong/
