Abstract

The infusion of Artificial Intelligence (AI) into educational frameworks marks a pivotal pedagogical shift, creating novel pathways for the development and use of Digital Learning Resources (DLRs). This study explores the current landscape, challenges, and potential of AI-driven DLR development within general education in Central Vietnam. Through a mixed-methods design that synergizes a broad quantitative survey (N=454 teachers) with in-depth qualitative data, this research scrutinizes the complex interplay of technological infrastructure, educator competencies, policy frameworks, and the socio-cultural milieu. Our findings identify significant structural impediments to widespread AI adoption, including infrastructural deficits and inconsistent levels of teacher preparedness. Simultaneously, the study reveals emergent grassroots innovation, as educators actively leverage accessible AI tools for content creation. This paper contributes to the AI in education discourse by offering a detailed, context-specific analysis of AI adoption, contrasting national policy ambitions with classroom realities. It provides theoretical insights and actionable recommendations aimed at fostering sustainable digital transformation. By emphasizing teacher empowerment and the enhancement of DLR quality via AI, this work seeks to inform policy and practice towards a more equitable and effective future for digital education.

Statistics