Vietnam's Education: Fostering Proactive Learning for the AI Era

In Vietnam, the education sector is undergoing a transformation in response to the rapid advancement of Artificial Intelligence (AI). Educational methods that foster students' critical thinking and proactivity, rather than just knowledge acquisition, are gaining attention. The British Council is promoting pedagogical approaches that encourage students to engage actively in their learning to adapt to this changing landscape. Through building an open learning atmosphere in the classroom, the British Council aims to ignite students' joy of learning and cultivate progressive thinking skills. A representative from the British Council notes that in the AI era, where students can easily access information through technology, teachers are no longer the sole "fountain of knowledge" but rather facilitators who create meaningful learning interactions. Teachers also act as companions helping students build a "filter" for critical thinking. By learning to ask questions, verify information, and process data with their own independent thinking, students can grow in the digital age. Tifany Cicilia, a teacher at the British Council in Ho Chi Minh City, states that teaching young children is not just about imparting knowledge but also a journey to help them adapt to a formal learning environment. Therefore, before expecting children to learn well, teachers need to create a space that is safe and rich in respect, allowing children to feel heard and focused. One of her methods involves playing the "Boundary song," a song about personal boundaries. Instead of explaining abstract concepts, she has students listen to music and watch illustrated scenarios, such as a child being pushed on a slide or feeling uncomfortable when someone sits too close. From these situations, she teaches them to say simple phrases like "Please stop, I don’t like that" or "Space." By repeating this song at the beginning of class, children gradually understand that discipline in the classroom begins with respecting the feelings of those around them. According to Tifany Cicilia, young children desire three things from adults: to be listened to, to be acknowledged, and to be empowered. Understanding that her young students enjoy praise, she designs achievable goals for them to conquer lessons step by step and receive stickers for rewards. Each sticker serves as encouragement, boosting their confidence and enthusiasm for learning. When children cry, lose focus, or refuse to follow instructions, she often bends down to their eye level and gently asks what is truly happening. For her, discipline does not begin with commands but with the ability to tune into the classroom's emotions. Regardless of age, Tifany believes students can only develop when they feel safe and respected. However, the way this feeling is created differs at each developmental stage. For middle schoolers, she often writes the lesson plan on the board to reduce anxiety and allows them to choose their preferred speaking practice methods, such as live presentations or self-recording via iPad. "I believe the best educational approach is to offer choices, allowing them to be proactive rather than imposing a single way of doing things," she says. Her educational approach reflects the British Council's educational philosophy, which emphasizes values of equality, safety, diversity, and inclusion. As a result, each learner is protected, respected as a unique individual, and free to develop at their own pace. The center also emphasizes that learning does not stop in the classroom. Parents are equally important companions. Parents can support their children by showing interest, asking about their lessons, having their child "teach" them a new word, or reading together books borrowed from the British Council library before bedtime. For Tifany, the success of a lesson is not measured by the number of words students remember but by whether they feel confident enough to try, make mistakes, and continue learning. This is also how the British Council nurtures independent learners, ready to adapt and thrive in a constantly changing world.