Copy igh ©Au ho (s) 2025. All Righ s Rese ed. Published by Global Publica ion House | GPH-In e na ional Jou nal o Educa ional Resea ch
Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and
Communica ion Technology (ICTU) in Adjus ing Pedagogy and
Assignmen Design o Adap o Gene a i e AI
By:
Duong Thi Thu Huong
*
ORCID: 0009-0003-8132-0275
Thai Nguyen Uni e si y o In o ma ion and Communica ions Technology, Vie nam.
Abs ac
The eme gence o Gene a i e A i icial In elligence (GenAI) has p esen ed p o ound
pedagogical and academic challenges o global highe educa ion. This s udy employs a
quali a i e case s udy design o explo e he speci ic challenges aced by lec u e s (N=15) a
he Uni e si y o In o ma ion and Communica ion Technology (ICTU), Vie nam, in adjus ing
hei pedagogy and assignmen design o adap o GenAI. Da a was collec ed h ough semi-
s uc u ed in e iews and analyzed using Thema ic Analysis. The esul s e eal wo p ima y
g oups o challenges: (1) Pedagogical Challenges, encompassing a c isis o p o essional ole
and compe ence , pedagogical diso ien a ion , and class oom managemen di icul ies ; and
(2) Assessmen Challenges, highligh ed by a c isis in academic in eg i y (i.e., "AI-gia ism") ,
a signi ican ime and c ea i e bu den in designing "AI-p oo " assignmen s , and he lack o
clea ins i u ional policies ("policy acuum"). The s udy con i ms a "p o essional pa adox" a
a echnology- ocused uni e si y, whe e lec u e s ace dual p essu es ega ding echnical
expe ise and AI pedagogical compe ence. U gen ecommenda ions a e made o he
uni e si y o es ablish clea AI policies and in es in pedagogical p o essional de elopmen ,
and o lec u e s o p oac i ely de elop AI Li e acy and ansi ion owa ds au hen ic
assessmen .
Keywo ds: Gene a i e AI (GenAI), Highe Educa ion, Pedagogy, Assessmen , Academic
In eg i y, AI Li e acy, Case S udy.
How o ci e: Duong, H. (2025). Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and
Communica ion Technology (ICTU) in Adjus ing Pedagogy and Assignmen Design o Adap o Gene a i e AI. GPH-
In e na ional Jou nal o Educa ional Resea ch, 8(10), 10-17. h ps://doi.o g/10.5281/zenodo.17531484
*
ARTICLE ID: #02145
10.5281/ZENODO.17531484
e-ISSN 3050-9599
p-ISSN 2795-3264
Page 10 o 17
VOLUME 08 ISSUE 10 OCTOBER - 2025
Duong, H. (2025). Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology
(ICTU) in Adjus ing Pedagogy and Assignmen Design o Adap o Gene a i e AI. GPH-In e na ional Jou nal o
Educa ional Resea ch, 8(10), 10-17. h ps://doi.o g/10.5281/zenodo.17531484
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
1. In oduc ion
The eme gence o Gene a i e A i icial In elligence (GenAI), culmina ing in he
launch o Cha GPT in la e 2022, has c ea ed a pa adigm-shi ing shock, o cing global highe
educa ion in o a new, ola ile e a . The pace o his echnology's de elopmen has ou s ipped
he adap i e capaci y o policy amewo ks, pushing educa ional ins i u ions in o a ―c isis o
eac ion‖ (Azcá a e, 2024).
Lec u e s a e cu en ly ope a ing in a ―policy acuum‖, le o g apple wi h complex
e hical and pedagogical issues wi hou clea ins i u ional guidance (Đặng e al., 2024; Monib
e al., 2025). This dis up ion is undamen ally eshaping he ole o he lec u e . The
adi ional ―knowledge ansmi e ‖ model is apidly becoming obsole e, necessi a ing a
manda o y shi owa ds he ole o ―lea ning acili a o and men o ‖ (Thái, 2023). The ocus
is now on cul i a ing highe -o de skills such as c i ical hinking, p oblem-sol ing, and AI
li e acy (Monib e al., 2025).
Howe e , his shi c ea es a ―wo kload pa adox‖ : while GenAI can educe
adminis a i e asks, i signi ican ly inc eases he pedagogical and cogni i e load, equi ing
lec u e s o con inuously lea n and in es ime in designing mo e complex lea ning
expe iences (Dalge y e al., 2003; Mal ese e al., 2014).
The epicen e o he challenge lies in assessmen . GenAI's abili y o p oduce
―ghos w i en assignmen s‖ has se e ely unde mined he in eg i y o adi ional assessmen
o ms like essays and epo s (N. G. Nguyễn e al., 2024; T. T. N. Nguyễn, 2024).
Pa adoxically, his c isis is inad e en ly becoming a powe ul ca alys , compelling educa o s
o adop bes -p ac ice pedagogies ha ha e long been ad oca ed o . Uni e si ies a e o ced
o shi om o e memo iza ion asks o o ms o au hen ic assessmen —such as p ojec -
based lea ning, eal-wo ld p oblem-sol ing, o o al examina ions— o e alua e wha s uden s
can ac ually do (N. P. Nguyễn e al., 2025; T. T. N. Nguyễn, 2024).
In Vie nam, hese global challenges a e ampli ied by endemic issues such as
―su oga e lea ning and chea ing‖, which now isk becoming mo e sophis ica ed. Despi e his,
speci ic and comp ehensi e esea ch in his con ex emains e y limi ed.
This s udy ocuses on a ypical and u gen case: he Uni e si y o In o ma ion and
Communica ion Technology (ICTU) - Thai Nguyen Uni e si y. As a leading ins i u ion o
IT aining, ICTU aces a ―p o essional pa adox‖ i s lec u e s a e echnology expe s, bu no
necessa ily expe s in AI-in eg a ed pedagogy (Lâm & T ương, 2025; L. T. P. Nguyễn e al.,
2024). They ace dual p essu e: hey a e expec ed o lead inno a ion while simul aneously
managing a echnologically sa y s uden body capable o skill ully exploi ing GenAI,
making he challenges in assignmen design e en g ea e (Azcá a e, 2024; T. T. N. Nguyễn,
2024).
The e o e, his s udy is conduc ed o iden i y and deeply analyze he challenges ICTU
lec u e s ace in adjus ing eaching me hods and assignmen design o adap o GenAI. The
s udy will ocus on answe ing he ollowing ques ions:
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Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology (ICTU) in Adjus ing
Pedagogy and Assignmen Design o Adap o Gene a i e AI
Volume 08 Issue 10 Oc obe 2025
(1) Wha main challenges (academic, e hical, pedagogical) do ICTU lec u e s pe cei e
when s uden s use GenAI?
(2) How ha e lec u e s been adjus ing hei eaching me hods and assignmen /assessmen
designs?
(3) Wha o ms o suppo do lec u e s need om he uni e si y o in eg a e GenAI
e ec i ely and e hically?
2. Resea ch Me hodology
This s udy employs a quali a i e app oach, using a case s udy design. The ―case‖ is
de ined as he se o challenges ela ed o pedagogy and assignmen design aced by he
academic s a a he Uni e si y o In o ma ion and Communica ion Technology (ICTU).
ICTU is ea ed as a ―bounded sys em,‖ allowing o an in-dep h, empi ical in es iga ion
ocused on answe ing ―how‖ and ―why‖ ques ions wi hin a eal-li e con ex . The esea ch
p io i izes analy ical dep h o e b ead h o co e age, aiming o analy ical gene aliza ion
a he han s a is ical gene aliza ion.
The esea ch sample consis s o 15 lec u e s (N=15) a ICTU, selec ed using
pu posi e sampling. C i e ion sampling was applied o ensu e pa icipan s we e
―in o ma ion- ich cases,‖ based on he ollowing condi ions: a minimum o 3 yea s o
expe ience, cu en ly eaching co e specialized modules, and ep esen ing di e en
acul ies/depa men s o ensu e di e si y. The sample size was de e mined by he p inciple o
da a sa u a ion, whe e new in e iews no longe p o ided signi ican new in o ma ion o
hemes.
Da a was p ima ily collec ed h ough semi-s uc u ed in e iews. This me hod
allowed o adhe ence o a se o guiding ques ions based on he esea ch objec i es while
main aining he lexibili y o ask p obing ques ions o cla i y pa icipan s' expe iences and
build appo . Da a collec ion ook place om Augus o Sep embe 2025. All pa icipan s
signed in o med consen o ms, and all in e iews (a e aging 45-60 minu es) we e audio-
eco ded wi h pe mission. The audio da a was hen ansc ibed e ba im and ully
anonymized (e.g., LEC01, LEC02) o ensu e con iden iali y.
The da a analysis me hod used was Thema ic Analysis (TA) ollowing he six-phase
p ocess o (B aun & Cla ke, 2006) o ensu e sys emiza ion and igo . This p ocess included
deep amilia iza ion wi h he da a, gene a ing ini ial codes, sea ching o , e iewing, de ining,
and naming hemes. The coding p ocess was induc i e o ―bo om-up,‖ meaning codes and
hemes we e gene a ed di ec ly om he da a i sel . The quali a i e da a analysis so wa e
NVi o 12 was used as a ool o suppo da a managemen and o ganiza ion, while he en i e
p ocess o analysis, in e p e a ion, and heme cons uc ion was conduc ed by he esea che .
Page No. 12
Duong, H. (2025). Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology
(ICTU) in Adjus ing Pedagogy and Assignmen Design o Adap o Gene a i e AI. GPH-In e na ional Jou nal o
Educa ional Resea ch, 8(10), 10-17. h ps://doi.o g/10.5281/zenodo.17531484
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
3. Resea ch Resul s
3.1. Theme G oup 1: Challenges in Adjus ing Pedagogy
Da a analysis e eals he i s g oup o challenges ela es di ec ly o changes in
class oom in e ac ion and he pedagogical ole o lec u e s. Th ee main hemes eme ged: a
c isis o compe ence and ole, pedagogical diso ien a ion, and di icul ies in class oom
managemen .
The mos p ominen heme was he c isis o compe ence and ole. Mos lec u e s
(12/15) exp essed eeling ―o e whelmed‖ and ―behind‖ he echnology. They ace dual
p essu e: needing o sel -lea n o unde s and he capabili ies and limi a ions o new GenAI
ools, while also mee ing he expec a ion o being echnology expe s a an ICT uni e si y.
The lack o o mal, specialized aining p og ams om he uni e si y exace ba es his bu den.
“We a e ech people, bu so wa e enginee ing is comple ely di e en om AI pedagogy. The
echnology comes ou weekly; we don' ha e ime o b ea he, le alone ge o mal aining.
O en, s uden s know mo e ools han I do, which makes me eel e y insecu e abou my
expe ise.” (LEC04)
The second heme was pedagogical diso ien a ion. GenAI's abili y o p o ide ins an
answe s has challenged he adi ional ―knowledge ansmi e ‖ ole. Lec u e s ind
hemsel es o ced o shi o a ― acili a o , suppo e ‖ ole bu encoun e di icul ies in
o ganizing in e ac i e lea ning ac i i ies. When s uden s can que y an AI immedia ely,
discussions o deba es isk becoming supe icial.
“I ied o ganizing a deba e, bu ins ead o hinking, hey we e sec e ly yping p omp s o ind
a gumen s. I 's e y ha d o p omo e eal c i ical hinking when hey ha e ano he 'b ain'
suppo ing hem so quickly. I eel diso ien ed, unsu e o wha my main ole in he class oom
is anymo e.” (LEC09)
Finally, he challenge o class oom managemen [162] was emphasized. Lec u e s
s uggle o con ol s uden s' misuse o AI du ing class, especially on pe sonal de ices. This
leads o conce ns abou he decline in s uden s' concen a ion and independen hinking.
“I 's e y di icul o know i hey a e aking no es o using AI. Bu wha I wo y abou mos is
he eliance. They seem mo e hesi an o hink. When aced wi h a di icul p oblem, hei i s
e lex is o ask AI, no o analyze i hemsel es. Tha is he bigges challenge in eaching.”
(LEC11)
3.2. Theme G oup 2: Challenges in Assignmen and Assessmen Design
The second g oup o challenges was a ed by lec u e s as mo e u gen and high-
p essu e, di ec ly ela ed o ensu ing ou pu quali y and academic ai ness.
The mos se ious heme was he c isis o academic in eg i y and he powe lessness o
de ec ion ools [167, 168]. All lec u e s a i med he sophis ica ed ise o ―AI-gia ism.‖
S uden s do no copy-pas e; hey use AI o pa aph ase o gene a e en i ely new con en ,
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Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology (ICTU) in Adjus ing
Pedagogy and Assignmen Design o Adap o Gene a i e AI
Volume 08 Issue 10 Oc obe 2025
ende ing adi ional plagia ism de ec ion ools ine ec i e. Specialized AI de ec ion ools
we e assessed as ―un eliable‖ and equen ly p oduced alse posi i es.
“Tu ni in is almos useless agains well-w i en AI ex s. I’ e ied AI checke s, bu hey gi e
e y con adic o y esul s. I suspec s uden s a e misusing i , bu I don' ha e s ong enough
e idence o make an accusa ion. This c ea es a e y oxic a mosphe e o suspicion in he
class oom.” (LEC02)
This leads o he second heme: c ea i e exhaus ion and ime bu den in assignmen
design [169, 170]. To comba ―AI-gia ism,‖ lec u e s a e o ced o abandon adi ional
assignmen ypes (like li e a u e e iew essays) and shi o designing ―AI-p oo ‖
assignmen s. Howe e , his p ocess consumes signi ican ime and c ea i e ene gy. Lec u e s
epo ed spending conside ably mo e ime c ea ing assignmen s ha equi e highe -o de
hinking, analysis o speci ic con ex s, o c i ique based on pe sonal expe ience.
“'Thinking o an essay opic now is exhaus ing. You ha e o 'pa ch' e e y loophole AI could
slip h ough. Ins ead o asking 'Analyze A,' I ha e o ask 'Rela e A o he con ex o company
X whe e you in e ned, and c i ique i based on obse a ion Y.' Designing one such p omp
akes h ee o ou imes longe han be o e.” (LEC07)
Finally, lec u e s poin ed o he absence o new assessmen policies and p ocesses .
One o he bigges ba ie s is he lack o clea egula ions o guidelines om he uni e si y
ega ding pe mi ing, p ohibi ing, o es ic ing s uden AI use. This ―policy acuum‖ lea es
lec u e s eeling hesi an and a aid o inno a e boldly. They also ecognize he u gen need
o build new assessmen ub ics (e.g., assessing g oup wo k p ocesses, p omp enginee ing
skills, o he abili y o c i ique AI ou pu s), bu hey don' know whe e o s a wi hou a
common policy amewo k.
“'The uni e si y hasn' clea ly said i i 's banned o allowed. I wan o each hem o use AI
e hically, bu i I allow i in my cou se while ano he cou se bans i , i c ea es chaos. We need
clea ' ules o he game.' Wi hou hem, we can' build new ub ics and a e jus s uck
passi ely ' igh ing' AI.” (LEC13)
4. Discussion
4.1. In e p e ing he Co e Challenges in he ICTU Con ex
The challenges iden i ied, while global, mani es wi h pa icula in ensi y a ICTU.
The ―p o essional pa adox‖ posi ed a he s udy's ou se was clea ly con i med by he esul s.
The eeling o ―p o essional insecu i y‖ (as LEC04 sha ed) e eals a la ge gap be ween
expe ise in a speci ic IT ield and he pedagogical compe ence o in eg a e AI. This p essu e
is ampli ied as hey mus each a ech-sa y gene a ion o s uden s, who no only use AI bu
a e also capable o misusing i mo e sophis ica edly, c ea ing an unbalanced chase o he
lec u e s.
This inding is bo h consis en wi h and di e gen om in e na ional esea ch. The
consis ency lies in he academic in eg i y c isis (desc ibed by LEC02) and he bu den o
Page No. 14
Duong, H. (2025). Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology
(ICTU) in Adjus ing Pedagogy and Assignmen Design o Adap o Gene a i e AI. GPH-In e na ional Jou nal o
Educa ional Resea ch, 8(10), 10-17. h ps://doi.o g/10.5281/zenodo.17531484
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
designing ―AI-p oo ‖ assignmen s (like LEC07). These a e common p oblems educa o s
wo ldwide a e g appling wi h. Howe e , he dis inc poin a ICTU is he implici expec a ion
ha i s lec u e s mus be echnology leade s. This makes hei pedagogical diso ien a ion
mo e di icul o accep , c ea ing g ea e psychological and p o essional p essu e compa ed o
colleagues a non- echnology- ocused uni e si ies.
4.2. F om Challenge o Manda o y Pedagogical T ans o ma ion
The challenges in eaching me hods (Sec ion 3.1) a e no jus obs acles; hey a e he
e y ca alys s o cing a undamen al pedagogical ans o ma ion. When he ―knowledge
ansmi e ‖ ole becomes obsole e due o GenAI, and adi ional in e ac i e me hods (like
deba es) a e challenged (as LEC09 desc ibed), lec u e s ha e no choice bu o abandon
passi e, one-way eaching.
The ―diso ien a ion‖ in pedagogical oles is ac ually a sign o a manda o y shi
owa ds ac i e lea ning me hods, especially p oblem-based lea ning and p ojec -based
lea ning (PBL). In hese models, he lec u e is no longe he cen e o knowledge bu
becomes he p oblem designe , men o , and acili a o . GenAI, in his con ex , can become a
powe ul ool o s uden s in he p oblem-sol ing p ocess, a he han a ool o chea ing.
4.3. Rede ining “Assignmen s” and “Assessmen ”
The indings on ―c ea i e exhaus ion‖ (LEC07) and he ―academic in eg i y c isis‖
(LEC02) con i m a ha d u h: adi ional assessmen o ms, which ocus on ep oducing o
syn hesizing in o ma ion, a e apidly losing hei alue. Any assignmen ha an AI can
pe o m be e o as e han a s uden no longe has meaning in assessing eal compe ence.
Howe e , his ―challenge‖ in assignmen design is ac ually a ―golden oppo uni y‖ o
educa ion o ansi ion o au hen ic assessmen , which e o me s ha e long ad oca ed. Ins ead
o essays, lec u e s a e o ced o shi he ocus o assessing he p ocess a he han he
p oduc . Fo ms such as o al p esen a ions, p ojec de enses, po olio building, deba es wi h
di ec e u a ion, o asks equi ing s uden s o c i ique and imp o e AI-gene a ed esul s a e
becoming manda o y. These a e he highe -o de skills ha AI canno ye eplace, and hey
mo e accu a ely e lec he compe encies s uden s need in he eal wo ld.
4.4. Implica ions o he S udy
The esea ch esul s o e u gen implica ions o bo h lec u e s and uni e si y
leade ship. Fo lec u e s, he s udy unde sco es he necessi y o con inuous sel -lea ning.
They canno wai o o mal aining p og ams bu mus p oac i ely de elop hei AI
Li e acy, including bo h echnical skills (using AI) and pedagogical skills ( eaching wi h AI),
o egain hei con idence and leade ship ole.
Fo ICTU leade ship, he ―policy acuum‖ men ioned by LEC13 is an issue ha mus
be add essed immedia ely. The uni e si y needs o u gen ly issue clea , lexible policies on
he use o AI in lea ning and assessmen . Mo e impo an ly, he uni e si y mus in es
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Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology (ICTU) in Adjus ing
Pedagogy and Assignmen Design o Adap o Gene a i e AI
Volume 08 Issue 10 Oc obe 2025
hea ily in subs an i e p o essional de elopmen p og ams ocused on pedagogical design and
assessmen me hods in he AI con ex , a he han jus simple echnology skills aining.
5. Conclusion
This s udy has answe ed i s co e ques ions, iden i ying ha lec u e s a ICTU a e
acing wo main g oups o challenges: (1) pedagogical challenges, including a ole c isis,
diso ien a ion in me hodological shi s, and di icul ies in class oom managemen ; and (2)
assessmen challenges, no ably he academic in eg i y c isis and he ime bu den o designing
―AI-p oo ‖ assignmen s.
The main con ibu ion o his s udy is p o iding he i s deep, con ex ual, and
empi ical e idence o GenAI's impac on lec u e s a a key echnical uni e si y in Vie nam.
Howe e , hese esul s ha e inhe en limi a ions: as his is a single case s udy design a ICTU
and elies on lec u e sel - epo ing, i s s a is ical gene alizabili y is limi ed.
F om hese indings, he s udy o e s u gen ecommenda ions. Fo lec u e s, he e is a
need o p oac i e sel -de elopmen , enhancing AI Li e acy, and b a ely shi ing eaching
me hods o ocus on highe -o de skills and au hen ic assessmen . Fo he uni e si y
leade ship (ICTU), i is s ongly ecommended ha clea AI use policies be u gen ly issued,
while simul aneously o ganizing in-dep h p o essional de elopmen wo kshops on AI-
in eg a ed pedagogy, a he han jus echnology aining. Rega ding u u e esea ch,
subsequen s udies should ocus on unde s anding s uden pe spec i es, expand o o he
uni e si y con ex s, o conduc in e en ion s udies o es he e ec i eness o new
assessmen models in he GenAI e a.
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Duong, H. (2025). Challenges o Lec u e s a Thai Nguyen Uni e si y o In o ma ion and Communica ion Technology
(ICTU) in Adjus ing Pedagogy and Assignmen Design o Adap o Gene a i e AI. GPH-In e na ional Jou nal o
Educa ional Resea ch, 8(10), 10-17. h ps://doi.o g/10.5281/zenodo.17531484
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
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