VietnameseDecision 3439/QD-BGDDT 2025 framework for pilot artificial intelligence education for general education students
ATTRIBUTE
| Issuing body: | Ministry of Education and Training | Effective date: | Known Please log in to a subscriber account to use this function. Don’t have an account? Register here |
| Official number: | 3439/QD-BGDDT | Signer: | Pham Ngoc Thuong |
| Type: | Decision | Expiry date: | Updating |
| Issuing date: | 15/12/2025 | Effect status: | Known Please log in to a subscriber account to use this function. Don’t have an account? Register here |
| Fields: | Education - Training - Vocational training |
| THE SOCIALIST REPUBLIC OF VIETNAM
|
No. 3439/QD-BGDDT | Ha Noi, December 15, 2025 |
DECISION
Promulgating the Framework for pilot artificial intelligence education
for general education students
THE MINISTER OF EDUCATION AND TRAINING
Pursuant to the Education Law No. 43/2019/QH14;
Pursuant to Government’s Decree No. 37/2025/ND-CP dated February 26, 2025 defining the functions, tasks, powers and organizational structure of the Ministry of Education and Training;
Pursuant to the Politburo’s Resolution No. 71-NQ/TW dated August 22, 2025 on breakthroughs in the development of education and training;
Pursuant to Government’s Resolution No. 281/NQ-CP dated September 15, 2025 promulgating the Government’s Action Program for the implementation of Resolution No. 71-NQ/TW dated 22 August 2025;
At the proposal of the Director General of the Department of General Education,
DECIDES:
Article 1. To promulgate the Framework for pilot artificial intelligence education for general education students (the Framework is attached hereto).
Article 2. To assign the Department of General Education to assume prime responsibility and coordinate with relevant units in providing guidance and organizing the pilot implementation; to monitor and evaluate the results and to research to update and refine the Framework in order to propose implementation after the pilot period.
Article 3. This Decision takes effect from the date of signing.
The Chief of the Office, the Director General of the Department of General Education, Directors of Departments of Education and Training, and Heads of relevant units shall be responsible for the implementation of this Decision.
| FOR THE MINISTER PERMANENT DEPUTY MINISTER
Pham Ngoc Thuong
|
THE MINISTRY OF EDUCATION AND TRAINING |
|
FRAMEWORK FOR PILOT ARTIFICIAL INTELLIGENCE EDUCATION
FOR GENERAL EDUCATION STUDENTS
(Attached to Decision No. 3439/QD-BGDDT dated December 15, 2025
of the Ministry of Education and Training)
I. PERSPECTIVES FOR DEVELOPING THE FRAMEWORK FOR ARTIFICIAL INTELLIGENCE EDUCATION
In the context of the Fourth Industrial Revolution unfolding at an unprecedented pace, Artificial Intelligence (AI) has become a core technological field, exerting profound impacts on all aspects of economic, social life and shaping the future of humankind. Artificial intelligence Education plays an essential role in helping students develop their ability to acquire, expand knowledge, and create in a digital world. Artificial intelligence is a field of science and technology that is developing at a very rapid pace, exerting profound impacts on all human activities, possessing a breakthrough nature, and having already shaped and continuing to reshape the way we live, work, and think. AI is gradually becoming an essential tool supporting lifelong learning and promoting personal development.
Artificial intelligence Education helps students adapt to and integrate into modern society, form and develop AI competencies for application in learning and work, and contribute to development in the era of national advancement.
The framework of AI education content for students is developed based on four main knowledge strands, corresponding to four competency domains that are integrated and complement each other:
- Human-centered mindset: Emphasizing that the purpose of AI is to serve human beings, and teaching students how to identify needs and evaluate AI solutions.
- AI ethics: Equipping students with the ability to identify and analyze ethical, legal issues, towards the responsible use of AI.
- AI techniques and applications: Providing basic knowledge of how AI works and skills for using AI tools in practice.
- AI system design: Developing capacities progressing from the level of use to the creation of simple AI systems independently, focusing on problem-solving skills.
The framework is designed in alignment with two educational stages: the basic education stage (including primary education and lower secondary education) and the career-oriented education stage (upper secondary education), specifically as follows:
- At the primary education level: Students mainly experience simple and intuitive AI applications to form initial concepts and recognize the role of AI in daily life. Students are educated on the protection of personal data and respect for copyright.
- At the lower secondary education level: Students learn how to use AI tools to create digital products and solve learning-related problems. They are equipped with foundational knowledge of AI operating principles and begin to form awareness of ethics and civic responsibility in the digital society.
- At the upper secondary education level: Students are encouraged to explore, design, and improve simple AI tools through scientific projects. The program focuses on developing problem-solving thinking, creativity, and mastery of AI tools, helping students to apply AI to create products serving the community and supporting future career orientation.
In addition to the core educational content, students may choose elective thematic modules to enhance practical skills, gain deeper understanding of AI application fields, or explore programming techniques and AI system development.
The Artificial intelligence education framework is developed based on the perspectives, orientations, and competency-based approach of the 2018 General Education Curriculum, ensuring suitability, consistency, and continuity with the guiding principles of the Party, the State under the Politburo’s Resolution No. 52-NQ/TW dated September 27, 2019 on a number of guidelines and policies to actively participate in the Fourth Industrial Revolution; the Politburo’s Resolution No. 71-NQ/TW dated August 22, 2025 on breakthroughs in the development of education and training; the Project “Strengthening the application of information technology and digital transformation in education and training for the period 2022–2025, with orientation to 2030” (the Prime Minister’s Decision No. 131/QD-TTg dated January 25, 2022); Circular No. 02/2025/TT-BGDDT dated January 24, 2025 of the Ministry of Education and Training stipulating the digital competency framework for learners; with particular emphasis on the following requirements:
1. Contributing to the formation and development of five core qualities and three pairs of general competencies
The AI education framework offers multiple opportunities to integrate the formation and development of AI competencies with the formation and development for students of the five core qualities and three pairs of general competencies as stipulated in the 2018 General Education Curriculum.
2. Consistency with the General Education Curriculum for the subject of Informatics
At the general education level, the foundational knowledge and skills of AI are rooted in computer science, which also constitutes the foundation of Informatics. AI thinking, based on the principles of computer science, is a problem-solving thinking that utilizes computer assistance (including problem and data decomposition, abstraction, generalization, pattern recognition, algorithm development, and critical evaluation), and develops a special element: collaboration and creativity with AI, problem solving through machine learning models, deep learning, generative AI, data exploitation, and the creation of intelligent solutions.
Therefore, the AI education framework is designed to be closely articulated with the general education curriculum for the subject of Informatics, avoiding substantial duplication of existing foundational knowledge.
3. Leveraging AI education programs of advanced countries
Proactively referencing, selecting, and applying successful AI education models from around the world, and referring to UNESCO’s Artificial Intelligence competency framework for general education students, to ensure that the content is both modern and aligned with global trends while remaining suitable to the Vietnamese context, with a view to training global citizens.
4. Scientific, modern, and pedagogical nature
- Selecting fundamental and up-to-date content in the field of AI, while paying special attention to content related to ethics, law, culture, and the social impacts of AI. The principle of “teaching knowledge while educating character” is emphasized, highlighting humanistic values in the digital era.
- Designing the framework with clear pedagogical principles: ensuring appropriateness to learners’ capacities, developing knowledge along a progression from simple to complex, from concrete to abstract. Core concepts are introduced at the primary education level and gradually perfected at higher educational levels.
5. Openness, flexibility, and regular updating
The AI education framework is developed in the spirit of “openness” therefore, content comprises mandatory core components and elective thematic modules, allowing schools and teachers to flexibly implement it according to their facilities and student orientations; it is not dependent on specific hardware or software, and encourages the use of diverse tools and learning materials, especially open-source platforms. The education framework will be periodically reviewed and updated to remain aligned with the rapid development of technology.
6. Human-centered approach, emphasizing ethics and responsibility
The overarching perspective of the framework is that technology serves human beings. Accordingly, in addition to technical knowledge, the framework places particular emphasis on education on ethics in AI. Issues such as privacy, fairness, algorithmic bias, and the social impacts of AI are integrated throughout the content, with the aim of fostering in students a sense of awareness and responsibility as digital citizens and as users and creators of humane technology.
II. OBJECTIVES
1. General objectives
The AI education framework is oriented toward developing specific AI competencies for students, based on Informatics and Computer Science competencies in the current Informatics curriculum, contributing to the formation and development of core qualities and competencies in accordance with the 2018 General Education Curriculum, while fostering in students the thinking, qualities, and attitudes necessary to become proactive digital citizens who are capable of interacting with, applying, and participating in the creation of AI solutions in an effective, creative, and responsible manner in future society.
The AI education framework is structured around four core knowledge strands:
- Human-centered mindset: To help students understand that AI technology is created to serve and enhance the quality of human life. Students learn to identify real human needs and to evaluate AI solutions based on the benefits they bring to individuals and the community, thereby assessing AI solutions on the basis of the benefits they offer. This knowledge strand emphasizes the role of humans in guiding and controlling the development of AI, to avoid unintended negative impacts.
- AI ethics: To equip students with knowledge and the capacity to identify, analyze, and critically examine ethical, social, and legal issues related to AI. To help students understand issues such as algorithmic bias, data privacy, accountability of AI systems, and the impacts of AI on employment and society. To instill in students the attitudes and behaviors to use and develop AI responsibly, ensuring that this technology is applied fairly and ethically.
- AI techniques and applications: To provide students with basic knowledge of how AI operates, including concepts related to data, algorithms, and models. Students are introduced to different types of AI, common AI applications in daily life, and AI tools that they can use. At the same time, students are equipped with the necessary skills to use AI tools and applications effectively to address learning tasks and everyday life problems.
- AI system design: To help students gradually develop competencies from using and understanding AI to being able to independently create and adjust simple AI systems. This content strand focuses on and emphasizes problem-solving thinking and the technical skills necessary to build AI tools, encourages creativity and students’ capacity to master technology, enabling them to be not only users of AI but also creators of AI solutions.
2. Objectives at the primary education level
The AI education framework at the primary education level aims to help students initially become familiar with AI technology, form basic awareness and initial AI competencies, and prepare them to continue learning AI at the lower secondary education level, specifically as follows:
- To help students initially become familiar with AI technology and understand that AI is created by humans to serve life, initially form Human-centered mindset when observing and using AI tools in daily life.
- To help students develop awareness of ethics and safety in using AI, including protecting personal data, respecting copyright, and demonstrating appropriate behavior when using smart devices and the Internet.
- To help students initially recognize and use certain simple AI tools (such as image recognition, speech recognition, and virtual assistants) for learning and entertainment purposes; to be able to describe an operational process through sequential steps.
- To help students develop interest and creative thinking and initially become familiar with design thinking and simple control of models or products incorporating AI applications.
3. Objectives at the lower secondary education level
The AI education framework at the lower secondary education level aims to help students further develop the AI competencies formed at the primary education level and to complete such competencies at a basic level, specifically as follows:
- To help students understand and practice AI ethics, including identifying benefits, risks, data bias, privacy issues, and personal responsibility when using technology; to have appropriate conduct, respect for the law, and digital culture.
- To help students understand the basic operating principles of AI, including data, algorithms, and models; to be able to apply this knowledge to solve certain practical problems in learning and daily life.
- To help students have the ability to use visual AI tools and open AI libraries to create simple digital products; to be able to test, evaluate, and adjust their products based on feedback.
- To help students initially form thinking related to the design and development of AI systems, be able to cooperate in groups, share products, and explore career fields related to AI.
4. Objectives at the upper secondary education level
The AI education framework at the upper secondary education level aims to help students consolidate and enhance the AI competencies that have been formed, while providing career orientation in the field of AI or fields with AI applications, specifically as follows:
- To help students have an attitude of openness to learning, responsibility, and compliance with AI ethical principles, and be able to use and develop AI in a safe, transparent manner and for the benefit of the community.
- To help students acquire a solid foundational knowledge of data, algorithms, models, and AI systems; and develop problem-solving thinking, creativity, and the ability to master technology.
- To help students have the ability to design, test, and improve simple AI tools, and be able to evaluate the appropriateness, reliability, and impacts of AI tools on humans and society.
- To help students apply AI in learning, research, and the creation of digital products serving the community, and have self-learning and self-research capacities, career orientation in the digital society.
III. EXPECTED LEARNING OUTCOMES
1. Expected learning outcomes regarding core qualities and general competencies
AI education activities contribute to the attainment of the expected learning outcomes regarding core qualities and general competencies at levels appropriate to each subject and educational level, as prescribed in the 2018 General Education Curriculum, specifically as follows:
With respect to the five core qualities:
Patriotism. AI education helps students understand the role of science and technology in national development, fostering the spirit of innovation and creativity, and the awareness of contributing to the community.
Compassion. AI education emphasizes Human-centered mindset and technological ethics, helps students to respect others, show empathy, and act fairly. Students learn to use AI for the common good, aiming toward humane and inclusive development in the digital society.
Diligence. Learning and practicing AI cultivates in students’ perseverance, self-directed learning, and creativity. Experiential activities, projects, and technological experimentation contribute to forming habits of serious, persistent, and effective work.
Integrity. The AI education framework encourages transparency, integrity, and information verification. Students are educated to avoid misconduct, to use AI for proper purposes, to be able to distinguish between truth and falsehood, and to take responsibility for their learning outcomes, thereby developing integrity in thinking and action.
Responsibility. AI education helps students recognize the role of human beings in controlling and developing technology. Students are trained to be conscious of data protection, compliance with ethical principles, and responsibility toward the community, becoming proactive digital citizens who are creative and socially responsible.
With respect to the three pairs of general competencies:
Autonomy and self -directed learning. AI education encourages students to proactively explore, conduct independent research, and master technology. Through experience, experimentation, and creative engagement with AI tools, students form the capacity to self-direct their learning, and be able to evaluate and adjust their own learning processes in the digital environment.
Communication and collaboration. Group learning activities, design projects, and evaluation of AI products create opportunities for students to practice listening, discussion, and idea sharing skills. Students learn to collaborate with other people and with intelligent systems, thereby developing diverse, effective, and responsible communication competencies.
Problem solving and creativity. AI education places students in practical situations that require the application of logical thinking, data, and digital tools to identify new solutions. The process of designing, validating, and improving models helps students develop critical thinking, innovation capacity, and creativity in both learning and daily life.
2. Expected learning outcomes regarding specific competencies
Students form and develop AI competency comprising the following four component competencies:
- NLa: Human-centered mindset;
- NLb: AI ethics;
- NLc: AI techniques and applications;
- NLd: AI system design.
The tables below stipulate the expected learning outcomes for each of the above-mentioned components of Artificial Intelligence competency at each educational level.
2.1. At the primary education level
Students initially become familiar with Artificial Intelligence (AI) through learning, play-based activities, and experiential activities. Students understand that AI is a tool created by humans, involving both benefits and risks; and they form habits of using devices and AI applications in a safe and responsible manner.
Component Competency | Descriptors |
NLa | Recognize that AI is a product created by humans, provide examples of AI that assist humans, such as robots, virtual assistants, and educational software; select and use AI tools safely for learning and play-based activities; identify situations that require human oversight and control. |
NLb | Understand that AI must be used appropriately, without causing harm; understand the importance of not sharing personal information with AI tools of unclear origin; demonstrate responsible behavior when using AI-enabled devices; respect others’ digital products; propose ways to use AI for the benefit of the community, such as environmental protection or support for people with disabilities. |
NLc | Become familiar with software and applications incorporating AI elements (e.g., image recognition, speech recognition, learning recommendations); apply AI tools to support learning (e.g., drawing, reading practice, mathematics learning, etc.); experiment with creating simple products using AI (for example, using AI to draw a picture or create a story with images). |
NLd | Recognize that AI systems operate based on data to generate predictions or responses; provide illustrative examples of simple AI learning processes through situations or games; propose simple ideas for improvement when results are inaccurate. |
2.2. At the lower secondary education level
Students possess foundational knowledge of data, algorithms, and AI applications. They be able to apply Human-centered mindset, respect ethical principles, and responsibly utilize AI in learning and daily life.
Component Competency | Descriptors |
NLa | Understand the role of human beings in the design, operation, and use of AI; recognize that humans bear responsibility for the outputs and impacts of AI; identify and analyze situations in which AI is used for appropriate purposes; propose ways to combine AI with human factors to address social issues. |
NLb | State the basic ethical principles of AI, including non-maleficence, absence of bias, fairness, and transparency; apply these principles when learning and working with AI tools (no cheating, respect for privacy); evaluate AI products that pose risks of infringing human rights and propose solutions for improvement. |
NLc | Understand the concepts of data, algorithms, and AI models; use certain simple AI tools for learning and small-scale projects; combine multiple AI tools to create meaningful digital products (such as videos, presentations, or simulations). |
NLd | Identify practical situations in which AI can and should be applied; participate in the process of planning the design of simple AI systems by defining objectives, selecting data, and simulating operations using available tools; evaluate outcomes and proposing basic improvements. |
2.3. At the upper secondary education level
Students develop competencies to become responsible co-creators of AI. They are able to integrate knowledge of data, algorithms, ethics, and design to create, evaluate, and develop AI tools that deliver social value and sustainability.
Component Competency | Descriptors |
NLa | Analyze the impacts of AI on employment opportunities, privacy, and influence on human decision-making; integrate humanistic and equity considerations into the design and use of AI tools; design AI solutions that promote sustainable development, social inclusion, and orient human beings toward well-being and creativity. |
NLb | Evaluate AI ethical principles in real-world situations; apply ethical principles in learning projects; assess AI tools that violate social ethical standards; propose codes of conduct or ethical policy models for AI in schools or communities. |
NLc | Understand and present the AI development process (data collection – data processing – training – evaluation); use basic AI programming tools to create AI products that support learning; improve or integrate existing AI models to develop new tools; evaluate the effectiveness and sustainability of AI tools. |
NLd | Describe the overall architecture and certain key components of an AI system, analyzing the objectives, components, and interrelationships among parts of the system, at a basic level; propose and select appropriate design and operational solutions aligned with specific objectives; carry out basic testing, adjustment, and optimization activities. |
IV. FRAMEWORK OF ARTIFICIAL INTELLIGENCE (AI) EDUCATION CONTENT
1. Overview of the content
The AI education content across grade levels is developed in a coherent and continuous manner along the main content strands corresponding to the four specific competencies.
1.1. AI education content at the primary education level
Theme | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 |
A. Human-centered mindset | - Humans have emotions, whereas AI does not - AI expresses emotions as programmed by humans - The meaning of the emotions expressed by AI - Identify AI in everyday life
| - When AI should and should not be used - AI performs tasks, humans exercise control - AI in the family - AI supports people - Humans teach AI through interaction
| - How to use AI in learning - Not rely entirely on AI - Think carefully before using AI - AI in schools - AI supports people - Verify and critically review AI outputs | - AI in daily work - AI provides support, while humans think - AI for a better life - AI in society - Humans make decisions when using AI | - Humans bear responsibility - AI does not replace humans - AI serves the common good - Humans in the AI era
|
B. AI Ethics | - Good actions and harmful actions - Intelligent machines performing good actions
| - Unfair treatment - Ownership and respect for others’ property
| - Distinguish between what is real and what is false - Work with intelligent machines for good purposes | - Protect personal information | - Fair AI systems - Help AI to be fair - The need to understand how AI thinks
|
C. AI Techniques and Applications | - Identify AI and AI applications - AI functions and tools.
| - How AI learns and AI training data - An overview of how AI classifies objects
| - Machine learning data - Rule-based AI techniques - Machine learning techniques | - Some familiar AI applications. - Become familiar with tools for experiencing machine learning techniques | - Rule-based AI algorithms - Become familiar with certain visual machine learning applications
|
D. AI System Design
| - Intelligent machines learn from examples - Different types of intelligent machines
| - Intelligent machines help solve problems in students’ surroundings - Ideas for intelligent machines - The role of data | - The training process of intelligent machines - High-quality data for intelligent machines - Intelligent machines can learn incorrectly. | - From problems to AI ideas - Continuous improvement of AI | - AI training processes - Improve AI systems through data
|
1.2. AI education content at the lower secondary education level
Theme | Grade 6 | Grade 7 | Grade 8 | Grade 9 |
A. Human-centered mindset | - Humans create and control AI - AI operates according to programming - Humans make decisions with AI - Learn and develop with AI - Ownership rights and privacy - Protect individuals in the AI era | - Decision-making authority - Verification of outcomes - Consequences when AI makes decisions - Prevent harmful AI tools - Autonomy of AI and humans - Protect human autonomy | - AI does not replace humans - Risks of overreliance on AI - Risks of being controlled by AI - Users and creators of AI - Legal responsibility - Accountability | - Social challenges in the AI era - AI impacts on society - Bias and prejudice in AI - Learn orientation in the AI era - AI as a means of self-expression - Future careers |
B. AI Ethics | - Positive and negative aspects of AI - Safety in using AI
| - Evaluate and act for better AI - Responsibility in using AI
| - Risks associated with AI - Prevent data-related risks - Responsibility in AI development | - Responsibility in using AI - Build fair AI
|
C. AI Techniques and Applications | - Basic components of AI architecture and the fundamental operation of AI - Positive and negative impacts of AI - Become familiar with AI applications - Certain common and simple AI technologies | - Ethical aspects related to AI training data - Learn about certain ways in which AI learns
| - How AI performs certain basic functions - How AI recognizes emotions | - Practice the application of AI to solve problems and create simple products - How to improve data and enhance the quality of AI products
|
D. AI System Design | - Whether AI should or should not be used - When AI should not be used
| - AI project ideas derived from real-life contexts - Projects creating products using AI | - AI project planning - Students’ simple AI projects
| - Humans guiding AI - Evaluation and improvement of AI products
|
1.3. AI education content at the upper secondary education level
Theme | Grade 10 | Grade 11 | Grade 12 |
A. Human-centered mindset | - Humans within AI systems - Humans must exercise control over AI - Risks posed by AI to everyday life - Law and AI | - Procedures for the safe use of AI - AI for enhancing human capabilities - Sustainability and fairness - Human rights and AI projects | - Human control in AI projects - Humans within AI systems - Ethical principles in AI design - Civic responsibility in society with AI |
B. AI Ethics | - Compliance with regulations and laws in the use of AI - Ethics in the operation and creation of AI | - Prevent risks in the use of AI - Ethics in AI design
| - Ethical issues of AI - Levels of risk associated with AI - Responsibility within the AI ecosystem |
C. AI Techniques and Applications | - Relate AI applications to real-world issues - Certain AI applications in learning - How to formulate prompts aligned with specific objectives - Certain AI technologies - Types of training data and their impact on AI quality | - Certain AI applications in learning - How to formulate prompts aligned with specific objectives - Explore the operation of certain AI systems - Certain methods and tasks for customizing AI systems - Basic knowledge of artificial neural networks - Basic knowledge of clustering and classification algorithms | - Requirements for AI tools supporting learning and social activities - Certain tools for designing and developing AI systems - Certain experimental AI systems - Customization and optimization of AI systems - Data collection and improvement, and tools and platforms for AI system development
|
D. AI System Design | - Ideas for AI systems - AI systems | - Design AI systems - Operate and optimize AI systems | - AI system solutions - Develop AI systems |
2. Specific content and expected learning outcomes by grade level
The AI subject content across grade levels is developed in a coherent and continuous manner according to themes corresponding to the four main content strands, specifically as follows:
A. Human-centered mindset
Theme A1. Human proactiveness
Theme A2. AI for human progress
Theme A3. Citizenship in the AI era
B. AI Ethics
Theme B1. Ethical aspects of AI
Theme B2. Safe and responsible use of AI
Theme B3. Ethical principles and social responsibility
C. AI Techniques and Applications
Theme C1. Key characteristics of AI
Theme C2. AI applications in learning and daily life
Theme C3. AI technologies
Theme C4. Data in AI
Theme C5. AI techniques and algorithms
D. AI System Design
Theme D1. Identification and solution formation
Theme D2. System structure, interaction, and improvement
GRADE 1
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Humans have emotions, whereas AI does not | - Identify and describe that humans have various types of emotions (e.g., happiness, sadness, anger, fear, surprise, etc.), and provide specific examples for each type of emotion. - Understand that emotions are a characteristic of humans (and organisms with nervous systems), enabling humans to respond, communicate, and make decisions in different situations. - Understand that AI does not possess genuine emotions but can only simulate or recognize human emotions through data, rather than experiencing emotions as humans do. |
AI expresses emotions as programmed by humans
| - Understand that the expression of emotions by AI (for example, smiling, appearing sad, surprised, or angry on a screen or through voice) is the result of prior programming or design by humans, and that AI does not truly possess emotions in the same way as humans. - Provide illustrative examples (such as a robot smiling when a user tells a funny story, or a virtual assistant saying “I am happy to help you”), and explain that these expressions are merely pre-programmed responses. | |
A2. AI for human progress | The meaning of emotions expressed by AI | - Understand the ways in which AI expresses emotions through images, voice, or behavior (for example, happy facial icons, friendly voice tones, or warm greetings). - Understand that such expressions help AI communicate more naturally with humans, making users feel more comfortable, closer, and more willing to cooperate. |
Identifying AI in everyday life | - Identify and name certain products or devices that use artificial intelligence (for example, smart speakers, smartphones with virtual assistants, robotic vacuum cleaners, self-driving vehicles, facial recognition cameras, language translation applications, etc.). - Describe the primary functions of each product and explain how AI enables the product to operate more intelligently (for example, a smart speaker understands voice commands; a robotic vacuum cleaner navigates autonomously and avoids obstacles). | |
B. AI Ethics | ||
B1. Ethical aspects of AI | Good actions and harmful actions | - Identify and provide examples of certain uses of AI that may cause harm to other people. |
B3. Ethical principles and social responsibility | Intelligent machines performing good actions | - Understand that AI must not be used for the purpose of harming others. - Provide examples of humans using AI appropriately and for beneficial purposes. |
C. AI Techniques and Applications | ||
C1. Key characteristics of AI | Identifying AI and AI applications | - Identify AI in certain specific and simple examples of AI. - Recognize some familiar and commonly used AI tools on smartphones or tablets (for example, virtual assistants, facial recognition, etc.). |
AI functions and tools | - Recognize that AI-enabled devices have components analogous to human body parts (for example, a camera as the “eyes” and a microphone as the “ears” of such devices). Examples may be explored through electronic devices or robot models (without the need for electrical operation). - Understand that AI has the ability to comprehend simple human commands and engage in scripted conversations. - Understand that AI has the ability to process images to recognize objects. - Understand that AI has the ability to process audio to distinguish different types of sounds. | |
D. AI System Design | ||
D1. Problem identification and solution formation | Intelligent machines learn from examples | - Provide examples of situations in which AI “learns” from images or information supplied by humans (for example, AI learning to recognize a cat, an apple, etc.). - Explain verbally that, for AI to provide correct responses or accurate recognition, it is necessary to have many correct and diverse examples for the AI to learn from. |
D2. System structure, interaction, and improvement | Different types of intelligent machines | - Identify and compare specific examples of AI systems, including those that can perform only a single task (such as image recognition) and those that can perform multiple tasks (such as listening and responding, or executing commands, etc.). |
GRADE 2
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | When AI should and should not be used | - Identify and describe certain situations in daily life in which AI can effectively support human beings, such as using AI for language translation, rapid information retrieval, detecting spelling errors, or controlling smart home devices, etc. - Identify and describe certain situations in daily life in which AI should not be used or should be used with caution, for example, where AI may expose personal information (such as facial images, addresses, or voice data), or where AI completely replaces human emotions, leading to a lack of responsibility. |
AI performs tasks, while humans exercise control | - Provide specific examples of situations in which human supervision of AI is required (for example, a driver must still observe while a self-driving vehicle is operating; a doctor must review results suggested by AI). - Demonstrate an appropriate attitude when using AI, by trusting technology at a reasonable level while maintaining human responsibility and oversight. | |
A2. AI for human progress | AI in the family | - Identify and describe certain devices or applications in the household that use artificial intelligence (AI), such as smart speakers, robotic vacuum cleaners, air conditioners that automatically adjust temperature, cameras that recognize household members, or smart televisions that recommend favorite programs. - Understand that the purpose of AI technologies and products in the household is to support people in daily activities, helping to save time, reduce household chores, and enhance convenience and safety. |
AI supports people | - Identify and name the individuals within a family whom AI can support, including older adults, parents, children, and the entire family. - Understand that the goal of AI in the family context is to support people in daily life, helping all members become more comfortable, safer, and have more time for one another. | |
A3. Citizenship in the AI era | Humans teach AI through interaction | - Identify and describe that each time humans converse with, ask questions of, search through, or make choices using AI systems (such as virtual assistants, chatbots, or video and music recommendation applications), AI records data to learn how humans think and respond. - Understand that humans play an important role in “teaching” AI through interactions: when humans provide correct, polite, and responsible feedback, AI learns positive patterns; conversely, when data are biased or inaccurate, AI may learn incorrectly. |
B. AI Ethics | ||
B1. Ethical aspects of AI | Unfair treatment | - Recognize and state that AI may sometimes exhibit bias, meaning that it treats certain groups of people unfairly. - Provide examples of situations that demonstrate AI bias. - Recognize and provide examples showing that, if training data are not diverse or fair, AI may learn in a biased manner. |
B3. Ethical principles and social responsibility | Ownership and respect for others’ property | - Identify and provide examples of ownership rights with respect to products created by humans or by AI. |
C. AI Techniques and Applications | ||
C1. Key characteristics of AI | How AI learns and AI training data | - Compare, at a basic level, the ways in which humans learn and how AI learns. - Explain that “data” are examples (images and sounds) that humans use to teach AI. |
C3. AI technologies | An overview of how AI classifies objects | - Understand that AI can classify objects by using open-source or free tools, such as Teachable Machine, Google Colab, or similar online machine learning AI applications. - Compare the way AI classifies objects with the way humans classify objects. - Understand that AI may classify objects incorrectly. |
D. AI System Design | ||
D1. Problem identification and solution formation | Intelligent machines help solve problems around students | - Identify and state certain simple and familiar problems in daily life to which AI can be applied to provide solutions. |
Ideas for intelligent machines | - Practice selecting appropriate examples to “teach” AI in a specific situation. | |
D2. System structure, interaction, and improvement | The role of data | - Explain, at a basic level, the role of data in “teaching” AI in a specific situation. - Explain, at a basic level, that AI must be provided with accurate and clear data to produce correct results. - Practice selecting certain basic and appropriate examples to “teach” AI in a specific situation. |
GRADE 3
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Use AI in learning | - Identify and describe certain ways in which AI can support students in the learning process, such as intelligent learning assistants and language learning applications. |
Not rely entirely on AI | - Understand the consequences of excessive reliance on AI, such as reduced independent thinking and creativity; gradual loss of problem-solving skills; impacts on self-confidence and personal autonomy. - Distinguish between using AI as a support tool (appropriate, proactive, and controlled use) and allowing AI to perform all tasks on one’s behalf (passive use and lack of self-reliance). | |
Think carefully before using AI | - Recognize and explain that before using AI, humans need to carefully consider situations that may entail risks or unintended consequences, because AI is not always correct and does not understand human moral values or emotions. - Understand that thinking and checking before using AI helps people prevent risks, protect safety and privacy, and ensure that AI is used for beneficial purposes. | |
A2. AI for human progress | AI in schools | - Identify and describe certain applications or devices that use AI in schools, such as robots or smart boards, grading applications, or handwriting recognition tools. - Understand that the purpose of using AI in schools is to support teachers and students in more effective learning, including personalizing learning according to each student’s abilities and increasing learning motivation through interactive activities. |
AI supports people | - Identify and state the groups in the school that AI can support, including students, teachers, and others. - Understand that the objective of AI in the school context is to support all members of the educational community, making teaching and learning easier, more personalized, more effective, and more equitable. | |
A3. Citizenship in the AI era | Verify and critically review AI outputs | - Identify specific examples in which AI may produce incorrect results, such as language translation applications translating words or sentences inaccurately; AI misidentifying images or faces; or chatbots providing information that is not factual. - Understand that when using AI, students need to verify outputs, compare them with multiple information sources, and consult teachers or adults to confirm accuracy. |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Distinguish between what is real and what is false | - Identify and provide examples showing that information or products generated by AI may not accurately reflect reality. |
B3. Ethical principles and social responsibility | Work with intelligent machines for good purposes | - Understand that humans need to provide accurate and diverse data for AI to operate accurately and fairly. - Understand that AI should not be created or used for harmful purposes such as fraud, bullying, or causing harm to others. |
C. AI Techniques and Applications | ||
C4. Data in AI | Machine learning data | - Understand the concept of data through certain examples. - Distinguish between the characteristics and attributes of data. |
C5. AI Techniques and Algorithms | Rule-based AI techniques | - Understand the structure of “if … then …” in solving situations or performing classification. - Understand certain simple AI tools that use “if … then …” structures. |
Machine learning techniques | - Understand that the core characteristic of machine learning is learning from data. - Identify certain situations in which machine learning can be applied, such as classifying vegetables in smart farms, forecasting floods in Central Viet Nam, recognizing speech of students speaking regional dialects or ethnic minority languages, and recommending songs or videos appropriate to age groups. - Understand machine learning classification problems and machine learning prediction problems through specific situations, illustrated using open-source or free tools, such as Teachable Machine, Google Colab, or similar online machine learning AI applications. | |
D. AI System Design | ||
D1. Problem identification and solution formation | The training process of intelligent machines | - Describe a simple process for training AI, including steps such as collecting examples and enabling AI to learn from those examples. |
D2. System structure, interaction, and improvement | High-quality data for intelligent machines | - State that data used to train AI may be incomplete, confusing, or inaccurate. - Identify and state certain basic requirements for data used to train AI. |
Intelligent machines can learn incorrectly | - Explain, at a basic level, that AI learns from examples and data provided by humans; therefore, if the data are incorrect or of poor quality, AI may be ineffective or even function incorrectly. | |
GRADE 4
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | AI in daily work | - Identify and state certain fields or specific jobs in which Artificial Intelligence (AI) can support humans, such as agriculture, healthcare, and transportation, etc. For example, AI can help detect pests and diseases through images, forecast weather, and control automated harvesting machinery. |
AI provides support, while humans think | - Understand and explain that artificial intelligence (AI) is created to support humans in learning and working more effectively, by assisting with information retrieval, suggesting ideas, correcting errors, or illustrating content; however, it cannot replace human thinking, emotions, or creativity. - Provide specific examples of AI support in learning (for example, AI helping to explain a math problem, correct spelling errors, or suggest ways to write a paragraph), and explain why learners still need to think independently, verify, and understand the material rather than merely copying results generated by AI. | |
A2. AI for human progress | AI for a better life | - Understand that artificial intelligence (AI) is created by humans to support activities in social life, help solve problems, save time, and enhance quality of life. |
AI in society | - Identify and state groups in society that artificial intelligence (AI) can support, including workers and vulnerable groups, among others. | |
A3. Citizenship in the AI era | Humans decide when using AI | - Understand that the decision to use or not use AI depends on human purposes, needs, and safety. If AI provides benefits, saves time, increases efficiency, or ensures safety, humans may choose to use it. If AI poses risks, infringes upon privacy, or affects ethical values, humans have the right to refuse or discontinue use. |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Protect personal information | - Understand that sharing personal information (such as full name, phone number, address, passwords, private photos, etc.) with AI may result in such information being accessed or misused by others - Provide examples of certain types of personal information that must be kept confidential and should not be shared with AI to ensure safety and responsible use of AI. |
C. AI Techniques and Applications | ||
C2. AI applications in learning and daily life | Certain familiar AI applications | - Describe applications of AI in learning and daily life, particularly those relevant to the Vietnamese context, such as AI in agriculture, education, flood forecasting, and translation of ethnic minority languages, etc. |
C5. AI Techniques and Algorithms | Become familiar with certain tools for experiencing machine learning techniques | - Become familiar with visual AI experimentation tools based on supervised machine learning, such as Teachable Machine or AI extensions (for example, “ML for Kids” integrated into Scratch). |
D. AI System Design | ||
D1. Problem identification and solution formation | From problems to AI ideas | - Provide specific and simple examples of problems that can be addressed using AI, with priority given to issues closely related to the Vietnamese context, such as AI in agriculture, education, flood forecasting, and translation of ethnic minority languages, etc. - Provide initial idea examples of how AI could learn or help solve such problems. |
D2. System structure, interaction, and improvement | Continuous improvement of AI | - Explain that humans need to continuously evaluate and upgrade products for AI systems to produce better results. |
GRADE 5
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Humans bear responsibility | - Identify and describe that AI can perform certain tasks in place of humans, especially tasks that are repetitive, dangerous, or require high precision, such as robots assembling products in factories, AI inspecting defects in manufacturing, or self-driving vehicles transporting goods. - Understand that although AI can work faster and more accurately than humans, it does not comprehend the consequences or ethical dimensions of actions. Therefore, humans remain ultimately responsible for all decisions or outcomes generated by AI. - Provide specific examples, such as: if AI misdiagnoses a disease, a doctor must re-examine and take responsibility for adjusting; if a self-driving vehicle causes an accident, the engineer or operator must bear responsibility. |
A2. AI for human progress | AI does not replace humans | - Understand that the primary purpose of AI is to support humans, rather than to replace human roles, thinking, emotions, or responsibilities in society. - Understand that although AI can perform many tasks, only humans possess the ability for creative thinking, emotional understanding, and ethical decision-making; therefore, humans must always control, guide, and take responsibility for how AI is used. |
AI serves the common good | - Identify and explain that AI is created by humans to serve the common interests of society, helping to improve quality of life, address complex problems, and support people across various fields. - Provide specific examples of how AI brings benefits to the community, such as in healthcare, education, and environmental protection. | |
A3. Citizenship in the AI era | Humans in the AI era | - Identify and explain that AI is becoming increasingly prevalent in daily life; therefore, everyone—whether children, adults, or older persons—needs to understand and be able to use AI to support living, learning, and work in a safe and effective manner. - Understand that the use of AI must be appropriate to everyone’s needs, abilities, and purposes, and that misuse or unsafe use should be avoided (for example, sharing personal information or placing absolute trust in AI). |
B. AI Ethics | ||
B1. Ethical aspects of AI | Fair AI systems | - Identify examples of fairness or unfairness in certain simple situations, in daily life and in contexts where AI serves people. - Understand that AI should serve humans fairly, without discrimination based on gender, region, economic conditions, or other circumstances. |
B2. Safe and responsible use of AI | Help AI to be fair | - Identify and state certain ways to help AI operate more fairly, such as using diverse data, avoiding bias, or reviewing and verifying results generated by AI. |
B3. Ethical principles and social responsibility | The need to understand how AI “thinks” | - Explain why humans need to understand the reasons behind AI decisions, to ensure transparency and trustworthiness when using AI. |
C. AI Techniques and Applications | ||
C4. Data in AI | Rule-based AI algorithms | - Use “if … then …” structures in simple AI programming. |
| Become familiar with certain visual machine learning application tools | - Use visual AI experimentation tools based on supervised machine learning, such as Scratch or Teachable Machine, etc. In cases where there are limitations due to lack of devices or electricity, manually simulate how AI classifies objects. |
D. AI System Design | ||
D1. Problem identification and solution formation | AI training process | - Describe, at a basic level, the fundamental steps in the process of training an AI model, including identifying the problem, collecting data, training the model, and testing and evaluating the results. |
D2. System structure, interaction, and improvement | Improve AI systems through data | - Explain by using examples that AI systems can be improved and operated more effectively when data are regularly supplemented and updated. |
GRADE 6
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Humans create and control AI | - Identify and explain that AI does not arise spontaneously or operate independently, but is created, programmed, and controlled by humans to perform specific tasks. - Provide familiar examples of AI tools that students may encounter in daily life, such as virtual assistants—which understand and respond to questions based on pre-programmed designs, and robotic vacuum cleaners or self-driving vehicles—which navigate and avoid obstacles through sensors designed by engineers. |
AI operates according to programming | - Explain that AI operates based on human programming and serves merely as a support tool, while users remain the final decision-makers. | |
A3. Citizenship in the AI era | Humans make decisions with AI | - Provide specific examples of decision-making situations supported by AI, such as in healthcare, where AI suggests a medical diagnosis and the doctor reviews and decides on the treatment plan; or in transportation, where AI proposes a faster route and the driver considers the suggestion before choosing the route. |
Learn and develop with AI | - Identify and explain that AI can help humans learn, develop skills, and expand knowledge, provided that humans use AI appropriately and with clear objectives. | |
Ownership rights and privacy | - Identify and explain that personal data (such as images, voice recordings, names, addresses, learning information, and online usage habits) constitute an individual’s property, and that only the owner has the right to decide whether to share or permit the use of such data. - Understand the basic concept of privacy rights, namely the right to have personal information and private life protected, not be collected, used, or shared illegally by other people or AI systems. | |
Protect individuals in the AI era | - Understand and explain that personal data (such as names, images, voice recordings, addresses, academic results, and online usage habits) are the private assets of each individual, and that misuse of such data may negatively affect safety, reputation, and daily life. - Explain that privacy is the right to keep personal information confidential, and that protecting this right helps individuals remain safe, respected, and free in the digital environment. | |
B. AI Ethics | ||
B1. Ethical aspects of AI | Positive and negative aspects | - Identify and analyze both the positive aspects and the limitations of certain specific AI features (for example, AI data collection can help provide more accurate recommendations but may affect privacy). |
B2. Safe and responsible use of AI | Safety in using AI | - Identify certain basic questions to assess the safety and transparency of AI applications (such as “Is this tool safe?”, “Does it collect personal information?”, “Can it be turned off?”), and apply these questions to make simple assessments of the safety and appropriateness of certain AI tools. |
C. AI Techniques and Applications | ||
C1. Key characteristics of AI | Basic components of AI architecture and basic operation of AI | - Explain that the two main components used to “teach” AI are Data (such as books, images) and Algorithms (learning methods). - Describe basic examples of some of the main operational steps of an AI tool. |
Positive and negative impacts of AI | - Provide one example of a positive impact (benefit) and one example of a negative impact (drawback) of AI on the student’s own life or family. | |
C2. AI applications in learning and daily life | Become familiar with AI applications | - Present examples of certain AI-based tools/features and certain tools/features that do not apply AI, which are familiar in daily life and relevant to the Vietnamese context, such as AI in agriculture, education, flood forecasting, and translation of ethnic minority languages, etc. - Name several AI tools and describe their main functions. |
C3. AI technologies | Certain familiar and simple AI technologies | - Name several simple AI technologies (for example, AI for image recognition, sound recognition, etc.). |
D. AI System Design | ||
D1. Problem identification and solution formation | Should AI be used or not? | - Present a personal opinion on whether AI should or should not be used in certain specific real-life situations and explain the reasons for choice by identifying the corresponding benefits or harms. |
System structure, interaction, and system improvement | When should AI not be used? | - Identify certain situations or tasks in which humans are more suitable than AI. - Present certain situations in which AI should not be used, for example, where there are simpler or safer alternatives, or where the use of AI may cause humans to become less engaged in thinking. |
GRADE 7
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Decision-making authority | - Explain why humans need to retain decision-making authority, such as ensuring fairness—humans can consider context and emotions that AI cannot understand; ensuring safety—humans can prevent incorrect or dangerous actions caused by AI; protecting human rights—preventing AI from infringing upon privacy, freedom, or personal dignity. |
Verification of results | - Identify the consequences that may arise when there is no human verification of the accuracy of results produced by AI in certain real-life situations. | |
A2. AI for human progress | Consequences when AI makes decisions | - Analyze the potential harms that may arise if humans allow AI to make final decisions in certain real-life situations. |
Prevent harmful AI tools | - Identify potential consequences that may occur in the absence of legal regulations to prevent the design and production of harmful AI tools in certain real-life situations. | |
A3. Citizenship in the AI era | Autonomy of AI and humans | - Understand conflicts between human autonomy and AI autonomy, and identify situations in which a certain degree of AI autonomy may be necessary, for example, automatic spell-checking and automatic error correction when humans draft reports. |
Protect human autonomy | - Understand that human autonomy must be protected when AI is used to make important decisions, and that the level of AI autonomy should be assessed based on specific needs and contextual factors. | |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Evaluate and act for a better AI | - Identify certain simple criteria (based on ethical principles) to assess the appropriateness and safety of an AI application. - Present examples of specific actions that contribute to building an ethical AI environment (such as reporting errors, refraining from using harmful applications, and requesting transparency). |
B3. Ethical principles and social responsibility | Responsibility in using AI | - Demonstrate personal attitudes and commitments to responsible AI use through written work, presentations, or specific learning products. |
C. AI Techniques and Applications | ||
C4. Data in AI | Ethical aspects related to AI training data | - Analyze ethical issues that may arise from AI training data (for example, lack of data diversity leading to discrimination, or infringement of personal privacy). - Analyze the importance of using “clean” and “fair” datasets to develop ethical AI tools. |
C5. AI Techniques and Algorithms | Explore certain ways in which AI learns | - Provide examples of the AI training process in a simplified manner. - Present and distinguish three basic machine learning methods (supervised learning, unsupervised learning, and reinforcement learning). Identify certain AI applications that use these machine learning methods. |
D. AI System Design | ||
D1. Problem identification and solution formation | AI project ideas derived from real-life contexts | - Provide specific examples of problems in schools or communities that can be addressed or improved using AI and describe the scope of such problems. - Provide examples and analyze the feasibility of AI project ideas by answering questions such as whether data are easy to collect, whether there are ethical risks, the level of complexity, and whether costs are appropriate, etc. |
D2. System structure, interaction, and improvement | Projects creating products using AI | - Develop a plan for a creative project using AI in small groups and practice creating a simple product in accordance with the established plan. |
GRADE 8
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | AI does not replace humans | - Identify certain fields in which AI should not replace humans, such as: + Education: teachers understand students’ psychology, be able to encourage, guide, and provide moral education. + Healthcare: doctors not only treat diseases but also provide emotional support and listen to patients. +Arts: artists express emotions and personal ideas that AI cannot genuinely, etc. |
Risks of overreliance on AI | - Recognize the risks associated with overusing creative AI tools (AI-generated text or images) and relate these risks to the potential decline of human critical thinking and creative skills. | |
A2. AI for human progress | Risks of being controlled by AI | - Identify and explain that certain AI-based systems or services may collect, analyze, and use users’ personal data (such as location, habits, images, voice recordings, and preferences, etc.) to control behavior, influence, or manipulate people’s decisions. - Understand the concept of “misuse of AI to control users,” meaning the non-transparent or improper use of AI that results in users being monitored without their knowledge, being exposed to one-sided recommendations, advertisements, or content, having their thoughts or actions manipulated, or losing control over their personal data. |
A3. Citizenship in the AI era | Users and creators of AI | - Distinguish between the roles of users and developers when interacting with AI. |
Legal responsibility | - Understand and explain that those who create AI tools, provide AI services, or use AI tools must bear legal responsibility for the consequences that AI systems or tools may cause. | |
Accountability | - Clearly understand the accountability of humans when learning to create or design AI. | |
B. AI Ethics | ||
B1. Ethical aspects of AI | Risks associated with AI | - Identify certain risks arising from the use of AI in specific cases, such as emotion recognition potentially infringing privacy or producing incorrect conclusions. - Classify different types of AI safety risks (for example, data-related risks, risks of algorithmic bias, and risks of fraud or deception). |
B2. Safe and responsible use of AI | Prevent data-related risks | - Identify voluntary behaviors in protecting personal data and respect copyright in learning projects that use AI. - Propose several simple measures to prevent or mitigate risks in the use and development of AI. |
B3. Ethical principles and social responsibility | Responsibility in AI development | - Identify ethical issues that must be considered in the development of AI (data security, avoidance of misinformation, and refraining from offensive or harmful content). |
C. AI Techniques and Applications | ||
C1. Key characteristics of AI | How AI performs certain basic functions | - Describe how AI performs certain basic functions such as “reading,” “listening,” and “seeing,” and analyze, by way of illustration, certain technologies or techniques that perform these functions. |
C5. AI Techniques and Algorithms | How AI recognizes emotions | Identify how AI recognizes emotions based on certain features, such as: + Facial expressions + Keywords in text and speech + Speech intonation + Gestures (such as nodding or shaking the head, etc.). |
D. AI System Design | ||
D1. Problem identification and solution formation | AI project planning | - Identify a practical problem that can be addressed using AI and develop a preliminary plan for the corresponding project. |
D2. System structure, interaction, and improvement | Students’ simple AI projects | - Present an example of a conversational script for a specific situation applying AI (such as a chatbot or virtual assistant). - Describe certain basic characteristics of good user experience (UX) when interacting with AI. - Plan and collaboratively implement the development of a simple AI product (such as chatbot or recognition model) using available tools. |
GRADE 9
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Social challenges in the AI era | - Develop awareness and critical perspectives regarding the challenges facing society, such as prioritizing rapid AI innovation at the expense of user safety. |
A2. AI for human progress | AI impacts on society | - Provide evidence to explain why AI has a significant impact on society. |
Bias and prejudice in AI | - Explain issues of “bias” and “prejudice” that AI may cause in society, as well as the impacts of AI on social relationships, norms, and social structures. | |
A3. Citizenship in the AI era | Learn orientation in the AI era | - Understand that in a world with AI, humans need to: + Learn how to learn—develop self-directed learning skills and engage in lifelong learning. + Develop critical thinking—be able to analyze and evaluate information provided by AI. + Maintain human creativity and emotions—perform tasks that AI cannot do. + Enhance collaboration and communication skills—work effectively with humans and AI. - Practice identifying personal learning goals in a world with AI, such as: learning how to use AI to search for and summarize information, using AI to practice writing, reading, drawing, logical thinking, communication skills, or learning new languages with AI tools, and setting personal goals to develop soft skills that AI cannot replace (such as empathy, creativity, and leadership, etc.). |
AI as a means of self-expression | - Identify ways to use AI as a tool for self-expression and pursuing personal passions. | |
Future careers | - Analyze the changes that AI may bring to occupations in the future. List important skills that need to be developed to live and work effectively with AI. | |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Responsibility in using AI | - Present the role of users in exercising control over, and bearing responsibility for, the final outcomes generated by AI. - Identify the roles of individuals and the community in monitoring, providing feedback, and proposing solutions to ensure that AI is used in a safe, fair, and reasonable manner. |
B3. Ethical principles and social responsibility | Build fair AI | - Explain the importance of training AI in a non-discriminatory manner and with respect for diversity. - Identify and explain certain methods of data collection that ensure fairness, avoiding exclusion or bias against different groups of people. |
C. AI Techniques and Applications | ||
C2. AI applications in learning and daily life | Practical application of AI to solve problems and create simple products | - Propose new and creative ideas for solving a problem using AI. - Apply acquired knowledge to create a simple AI tool (for example, a chatbot or an image recognition model) based on available tools or platforms. Prioritize the use of open-source, user-friendly tools such as Teachable Machine, QuickDraw, Scratch AI, and CoSpaces, etc. |
C3. AI technologies | Improve data and enhance the quality of AI products | - Carry out data improvement activities (adding, removing, or editing data) to enhance the quality of AI products. |
D. AI System Design | ||
D1. Problem identification and solution formation | Humans guiding AI | - Present the role of humans as co-creators and leaders in the design, operation, and development of AI systems and tools. |
D2. System structure, interaction, and improvement | Evaluation and improvement of AI products | - Design and carry out simple tests to evaluate AI products, analyze results, and proactively experiment with certain simple and appropriate improvement measures to enhance product quality. |
GRADE 10
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Humans within AI systems | - Practice identifying the roles of humans in the use, operation, and customization of a specific AI system. |
Humans must control AI | - Explain why human control over AI is important, by relating it to values such as safety, fairness, and the protection of human rights. | |
A2. AI for human progress | Risks to humans and AI projects | - Practice analyzing risks that an AI product may pose to humans and society, and identify measures to mitigate such risks through a creative AI project. |
Risks of AI to everyday life | - Identify risks to humans and society that may arise from certain specific AI applications. | |
A3. Citizenship in the AI era | Law and AI | - Name several regulations or laws (at a conceptual level, for example: cybersecurity law, data protection law) that serve to protect users in the digital environment. |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Compliance with regulations and laws in the use of AI | - Provide examples of behaviors or incidents caused by AI that violate school regulations or relevant legal documents governing the use of information technology. |
B3. Ethical principles and social responsibility | Ethics in the operation and creation of AI | - Present illustrative examples of certain ethical issues that may arise in the design and operation of AI (such as data bias, infringement of privacy rights, or lack of transparency). |
C. AI Techniques and Applications | ||
C2. AI applications in learning and daily life | Relate AI applications to real-world issues | - Identify practical problems to which AI can be applied. Give priority to issues that are close to and necessary in the Vietnamese context, such as agricultural production and issues related to minority communities, etc. - Identify the requirements necessary for applying AI to perform a specific task. - List the names of AI applications according to system functionalities. |
Certain AI applications in learning | - Provide examples of situations in which AI is used to support the learning process. | |
C3. AI technologies | How to formulate prompts aligned with specific objectives | - Describe the requirements for formulating prompts that are appropriate to specific objectives. |
| Certain AI technologies | - Present illustrative examples of certain technologies used to design and develop AI. |
C4. Data in AI | Types of training data and their impact on AI quality | - Analyze the impact of data quality on the quality of AI. - Analyze the types of data used to train AI. |
D. AI System Design | ||
D1. Problem identification and solution formation | AI system ideas | - Provide specific examples, identify specific tasks or objectives that an AI system needs to perform, and explain the relationship between such objectives and the main components of the system. |
D2. System structure, interaction, and improvement | AI systems | - Describe the basic components of an AI system (data, model, algorithms, outputs, and feedback) as appropriate to a specific task. - Provide examples of certain issues arising during the operation or optimization of AI and explain the significance of addressing such issues. |
GRADE 11
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Safe AI usage process | - Practice developing an appropriate process for using a specific AI product appropriately. |
AI for capacity enhancement | - Practice analyzing real-life cases to recognize the importance of using AI to enhance human capacities while still ensuring human control. | |
A2. AI for human progress | Sustainability and fairness | - Provide examples of certain AI applications that have positive impacts and deliver long-term social benefits, such as AI in agriculture and AI in healthcare, etc. - Analyze factors demonstrating the sustainability and fairness of such AI systems, for example: + Sustainability: efficient energy use, contributions to environmental protection, long-term operation without causing harm to humans or nature. + Fairness: ensuring that everyone benefits from technology, without discrimination based on gender, social status, region, or economic conditions. |
A3. Citizenship in the AI era | Human rights and AI projects | - Present the basic rights of data subjects (the right to be informed, to give consent, to request data deletion, etc.) - Practice analyzing and evaluating the extent to which basic user rights are ensured in certain AI products through a creative AI project. |
B. AI Ethics | ||
B2. Safe and responsible use of AI | Preventing risks in the use of AI | - Identify and classify types of risks or incidents caused by AI that may violate school regulations or relevant legal documents. |
B3. Ethical principles and social responsibility | Ethics in AI design | - Identify and diagram ethical issues that may arise at each stage of the design and operation of AI. |
C. AI Techniques and Applications | ||
C2. AI applications in learning and daily life | Certain AI applications in learning | - Describe how AI supports the learning process and the design of supporting tools. - Present desired AI features intended to support learning activities. |
C3. AI technologies | How to formulate prompts aligned with specific objectives | - Identify advanced prompts derived from specific requirements. |
Explore the operation of certain AI systems | - Describe the operating mechanisms of certain AI technologies. - Understand how these technologies function within AI systems. | |
Certain methods and tasks for customizing AI systems | - Identify certain methods and tasks for customizing AI systems. | |
C5. AI Techniques and Algorithms | Basic knowledge of artificial neural networks | - Present basic knowledge of artificial neural networks. |
Basic knowledge of clustering and classification algorithms | - Present basic knowledge of clustering and classification algorithms and certain implementation ideas. | |
D. AI System Design | ||
D1. Problem identification and solution formation | Design AI systems | - Describe the overall design and operation of an AI system, demonstrating the relationships among objectives, data, and system components. |
D2. System structure, interaction, and improvement | Operate and optimize AI systems | - Describe how technologies operate within an AI system, demonstrating the relationships among system components in performing a specific task. - Present methods for addressing issues arising in AI systems to optimize system performance. |
GRADE 12
Theme | Content | Expected Learning Outcomes |
A. Human-centered mindset | ||
A1. Human proactiveness | Human control in AI projects | - Practice analyzing an AI system to ensure that humans retain control and bear responsibility for all critical stages throughout the AI lifecycle through a creative AI project. |
Humans within AI systems | - Analyze the roles of humans and AI in the key stages of the decision-making process, and examine whether human accountability for decisions complies with applicable local or international regulations. | |
A2. AI for human progress | Ethical principles in AI design | - Understand the purpose of developing a personal set of principles, namely to: + Guide behavior when participating in activities related to AI. + Ensure that all AI products or ideas are developed in a responsible and humane manner. - Practice drafting a personal set of principles when working with AI, including the following basic elements: + Safety: ensuring that AI systems do not cause harm to humans or the environment. + Fairness: avoiding bias and discrimination in AI data and outputs. + Transparency: being able to explain how AI operates, without concealing information. + Respect for privacy: not using or sharing personal data without authorization. + Responsibility: reviewing, evaluating, and taking responsibility for AI products created. + Social benefit: designing AI to serve people, communities, and environmental sustainability. |
A3. Citizenship in the AI era | Civic responsibility in a society with AI | - Understand and analyze that “civic responsibility in an AI society” includes: + Using AI in a safe, honest, and ethical manner. + Respecting the privacy and data of others. + Not using AI to spread misinformation, commit fraud, or cause harm. + Contributing to the development of a positive, fair, and humane digital environment. |
B. AI Ethics | ||
B1. Ethical aspects of AI | Ethical issues of AI | - Analyze the causes leading to ethical issues or deviations in the operation of AI systems. |
B2. Safe and responsible use of AI | Levels of risk associated with AI | - Evaluate and determine the levels of risk posed by AI that may lead to violations of school regulations or relevant legal provisions. |
B3. Ethical principles and social responsibility | Responsibility within the AI ecosystem | - Present the rights and responsibilities of AI developers and AI users, as well as the role of individuals in providing feedback and proposing the development of policies and regulations related to AI. |
C. AI Techniques and Applications | ||
C2. AI applications in learning and daily life | Requirements for AI tools supporting learning and social activities | - Customize the requirements of AI systems to support learning activities and social activities. - Analyze and select design ideas for AI tools to perform different tasks. |
C3. AI technologies | Certain tools for designing and developing AI systems | - Explore and experiment with tools for designing and developing AI tools. - Explore and experiment with certain open-source or free tools used to design, train, and develop AI systems, such as Teachable Machine, ML5.js, TensorFlow.js, or MIT App Inventor, etc. |
Certain experimental AI systems | - Analyze the requirements of experimental AI systems. | |
Customization and optimization of AI systems | - Evaluate the potential for optimizing AI systems through the adoption of updated technologies. - Analyze and identify the tasks necessary for customizing AI systems. - Provide examples of methods for evaluating the performance of AI systems. | |
C4. Data in AI | Data collection, data improvement, and tools and platforms for AI system development | - Collect and organize data meeting the requirements of experimental AI systems. - Analyze and identify platforms or toolkits for AI development, and improve datasets to meet the requirements of the AI design and development process. |
D. AI System Design | ||
D1. Problem identification and solution formation | AI system solutions | - Present certain specific tasks and analyze, select appropriate design and operational options for AI systems to achieve high effectiveness in performing such tasks. |
D2. System structure, interaction, and improvement | Develop AI systems | - Present the different roles involved in the development of an AI product (such as idea proposer, programmer, trainer, and tester), and explain that creating an AI product requires collaboration among individuals with diverse areas of expertise. - Analyze the causes of issues arising in AI systems and select appropriate solutions to ensure that systems operate more stably and effectively. |
II. EDUCATIONAL METHODS
1. General orientation
a) To promote learners’ capacity to identify, analyze, and solve real-world problems using AI; to foster self-confidence, autonomy, creativity, and lifelong self-learning, enabling students to exploit and apply AI tools to continuously enhance knowledge and adapt to the rapid changes of artificial intelligence technologies.
b) To design learning activities for students can be active, proactive, and creative in exploring knowledge and applying AI; to encourage students to create digital products and AI application models connected with learning and daily life.
c) To flexibly apply active educational methods and diverse teaching organization formats that are appropriate to objectives, content, learner characteristics, and specific conditions; to strengthen interdisciplinary teaching, STEAM/AI-oriented teaching, and link learning activities with community- and locality-based projects.
2. Orientation on methods for forming and developing core qualities and general competencies
AI education provides numerous opportunities to integrate the formation of artificial intelligence competencies with the development of the five core qualities and three general competencies specified in the 2018 General Education Curriculum.
a) Methods for forming and developing core qualities
Themes such as data, AI ethics, privacy, digital copyright, and generative AI, etc., create many situations in which students can express and develop patriotism, compassion, diligence, integrity, and responsibility in the digital environment and online communities. Teachers should base on the manifestations of qualities described in the General Curriculum to integrate, form, and develop these qualities throughout the entire AI education process.
b) Methods for forming and developing general competencies
Autonomy and self-directed learning competency: through students’ use of AI tools, self-adjustment of learning strategies, verification and improvement of outcomes. Communication and collaboration competency: through group activities, development of AI projects, critical discussion, and sharing results with the learning community. Problem-solving and creativity competency: through real-world problem tasks, design and experimentation with small-scale AI systems, proposal of new solutions, and risk assessment.
3. Orientation on specific teaching methods and organizational forms in AI education
In the teaching process, teachers should:
a) To apply active teaching methods with an emphasis on experience, practice, and project-based learning. To encourage project-based learning to cultivate collaboration, self-learning, and creativity. Lessons should be organized flexibly to engage students’ interest while ensuring safety and effectiveness.
b) To select teaching organization formats appropriate to lesson content. Certain themes, such as AI ethics, risk identification, and policy analysis, may be taught through discussion, debate, and case studies without the need for computers.
c) To relate and connect AI knowledge with real-world issues in learning, daily life, production, and public services. Students should not only propose solutions but also verify, evaluate effectiveness, and assess the humanistic and ethical aspects of solutions.
d) To implement differentiated and individualized instruction. At the primary education level, to create opportunities for experiential learning, stimulating curiosity and initial interest in AI. At the lower secondary level, to support students in selecting appropriate themes, forming data competencies and computational thinking, and preparing a foundation for higher levels of education. At the upper secondary level, to create conditions for students to develop design, creativity, and AI-based entrepreneurship capacities, support career orientation, and promote international integration.
III. ASSESSMENT OF EDUCATIONAL OUTCOMES
1. General orientation
a) Both formative (ongoing) and summative (periodic) assessment shall closely align with the components of AI competency and the main content strands, and shall be based on the manifestations of the five core qualities and three general competencies specified in the General Education Curriculum.
b) For themes with a focus on AI applications, priority shall be given to assessing learners’ ability to apply knowledge and skills to create useful application products. For themes related to AI principles and models, emphasis should be placed on assessing creative, logical, and systematic thinking. For content strands concerning ethics, data, and law, assessment must combine the handling of specific situations with observation of students’ attitudes, behaviors, and sense of responsibility in the digital environment. Teachers are required to develop learning portfolios to record and regularly update each student’s learning outcomes throughout the entire learning process.
c) Concluding assessments of each student’s AI competency shall be based on a synthesis of formative and summative assessment results, reflecting students’ progress and the extent to which the expected learning outcomes of the curriculum have been achieved.
2. Notes on assessment
a) Broad-based assessment of AI competency shall be grounded in the expected learning outcomes of mandatory themes; the development of assessment tools based solely on the content of elective thematic modules shall be avoided.
b) Opportunities should be created for students to present and share their AI products with peers, teachers, and parents to receive diverse feedback, thereby improving and further developing products.
c) To ensure accuracy and objectivity, teachers should organize presentations, critiques, and exhibitions of AI products; encourage students to engage in discussion, peer critique, and mutual assessment, thereby fostering critical thinking, communication skills, and collaboration abilities.
VIETNAMESE DOCUMENTS
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ENGLISH DOCUMENTS
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