Abstract
The digital transformation and rapid advancements in science and technology have laid the groundwork for the rise of Education 4.0, characterized by the automation of learning through innovative digital tools such as artificial intelligence (AI). This article provides an outline of the fundamental concept of "personalized learning experiences," analyzes its inevitable development in the current educational context, and sketches a future-oriented approach to personalized learning in the AI era. It also highlights the benefits and limitations of integrating ChatGPT into learning activities.
Keywords
FanaticismIdeologyPersonal AttitudeLifestyleLoyaltyMotivation
References
- Atikah Shemshack & Jonathan Michael Spector. (2020). A systematic literature review of personalized learning terms. Smart Learning Environments, 7(33). https://doi.org/10.1186/s40561-020-00140-9.DOI βGoogle Scholar β
- Central Secretariat of the Communist Party of Vietnam. (2015). Strengthening the Party's leadership in educating revolutionary ideals, ethics, and cultural lifestyles for the younger generation from 2015 to 2030 (Directive No. 42-CT/TW). Communist Party of Vietnam.Google Scholar β
- Christopher Theobald. (2013). Changing our behaviours as teachers in order to meet the needs of culturally diverse students [Master of Education]. Massey University.Google Scholar β
- Dabae Lee, Yeol Huh, Chun-Yi Lin, & Charles M. Reigeluth. (2018). Technology functions for personalized learning in learner-centered schools. Education Tech Research Dev, 66, 1269β1302. https://doi.org/10.1007/s11423-018-9615-9.DOI βGoogle Scholar β
- Le Thai Hung & Nguyen Thai Ha. (2021). Trends in assessing learner competencies through technology platforms. Vietnam Journal of Educational Sciences, 42, 1β6.Google Scholar β
- Luu Ha. (2023). Trends in personalized learning in the AI EdTech era. Electronic Journal of the Vietnam Association of Economic Sciences.Google Scholar β
- Ngo Thi Phuong Lan. (2022). Innovations in political and ideological education in higher education institutions: A case study of Vietnam National University, Ho Chi Minh City [National University-level research project]. Vietnam National University, Ho Chi Minh City.Google Scholar β
- Nguyen Thi My Loc & Hoang Sy Tuong. (2020). Education 4.0: A model of 4.0 schools in response to the development trends of Industry 4.0. 173β186.Google Scholar β
- Nguyen Thi Phuoc. (2023). Using ChatGPT as a supporting tool for teaching and learning in communication studies. Journal of Science β Hong Bang International University, 25, 95β100. https://doi.org/10.59294/HIUJS.25.2023.507.DOI βGoogle Scholar β
- Nguyen Van Ky. (2023). Enhancing the political awareness of Vietnamese learners today. Communist Review. https://www.tapchicongsan.org.vn/web/guest/nghien-cu/-/2018/827457/nang-cao-y-thuc-chinh-tri-cua-sinh-vien-viet-nam-hien-nay.aspx.Google Scholar β
- Pham Xuan Hau & Nguyen Δuc Vuong. (2023). Personalizing interdisciplinary curricula to meet workforce demands for the Fourth Industrial Revolution. Journal of Science β Hong Bang International University, 23, 1β6. https://doi.org/10.59294/HIUJS.23.2023.331.DOI βGoogle Scholar β
- Phan Trong Ngo. (2019). Experiential learning activities in fostering studentsβ personality traits in general education. Vietnam Journal of Educational Sciences, 16, 1β6.Google Scholar β
- Siti Hajar Halili. (2019). Technological advancements in Education 4.0. The Online Journal of Distance Education and e-Learning, 7(1), 63β69.Google Scholar β
- Tran Thi Thu Huong. (2022). Personalized learning: Key factors and implementation considerations. Vietnam Journal of Educational Sciences, 18(2), 1β6. https://doi.org/10.15625/2615-8957/12210201. https://zim.vn/phuong-phap-giang-day-hoc-tap-ca-nhan-hoa.DOI βGoogle Scholar β
- Vietnam Learning Association. (2018). Documents of the 10th National Congress, term 2018β2023.Google Scholar β