Speaker
Description
Given the pace of digital transformation, building innovative capacity among teachers has emerged as a key need in primary education. The management of this capacity, especially with the support of artificial intelligence (AI), has yet to be successfully applied. In this study, artificial intelligence was introduced and integrated into the management of innovative teaching capacity of primary school teachers in classrooms in Vietnam. The use of a mixed-methods design was done in a survey of 83 primary school teachers in Hà Nội and semi-structured interviews with school leadership. Furthermore, a professional development intervention using AI was put in place over six weeks, to help teachers innovate instruction. The model was developed using a blended approach integrating technology-enhanced pedagogy and innovation competency theory. The results indicated that AI-based tools supported teachers' creative idea generation, lesson preparation, and reflective practices significantly, with significant gains in instructional creativity. But the adoption of AI was successful to a degree related to leadership support, mentoring, and the school culture as it was. The study also found some key challenges, such as diverse degrees of digital proficiency and little in terms of institutional guidelines. These results led to a practical model of AI-enabled management of innovative teaching capacity based on a systematic approach. This model provides practical implications for school leaders, policymakers and teacher educators aiming to shape a sustainable innovation agenda for primary teaching.
