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APPLICATIONS OF AI IN CURRICULUM DEVELOPMENT AND
TRAINING SIMULATION IN VOCATIONAL EDUCATION
Nguyen Dinh Minh, MA.
Vice Principal, NamSaiGon Polytechnic College
Le Van Khanh, MA.
Email: levankhanh@namsaigon.edu.vn. HP: 0909394269
Deputy Manager of Science – Technology and Cooperation Deparment
Abstract
Currently, the application of artificial intelligence (AI) in vocational education institutions is
being gradually deployed, but unevenly and is still limited. Some vocational education
institutions have begun to integrate AI to support curriculum development, lesson planning,
learning data analysis to adjust lessons, suggest personalized learning paths and create
automatic tests. In the field of training simulation, some vocational education institutions
have begun to use AI combined with VR/AR technology to simulate technical processes,
machine operations and occupational handling situations. AI also supports the assessment of
learning behavior, provides instant feedback and adjusts the training level according to the
learner's ability. Despite many challenges, the application of AI in vocational education is
considered to have great potential in improving training quality, personalizing learning and
standardizing vocational skills according to the actual needs of the labor market. The article
assesses the opportunities and challenges in applying AI in vocational education, thereby
proposing solutions to apply AI in vocational training in the coming time to promote the
effectiveness between vocational education and AI.
Keywords: artificial intelligence (AI), vocational education, modern education
I. Introduction
In the context of the global economy changing strongly under the impact of the
Industrial Revolution 4.0 and the strong trend of digital transformation in education,
improving the quality of vocational training, linking more closely with production and
business practices is becoming an urgent requirement for vocational education institutions.
Along with that, the rapid development of artificial intelligence (AI) has been opening up
many new opportunities in innovating teaching methods, building flexible training
programs, and simulating diverse career situations.
AI is considered an effective tool to modernize the education process: from analyzing
learning data to personalize learning paths, supporting the design of training programs close
to output standards, building teaching programs adapted to each learner, to creating
intelligent training simulation models. Through technologies such as machine learning,
natural language processing and virtual reality, AI is capable of supporting vocational
education institutions to build programs close to market requirements, simulate diverse
occupational situations and enhance the practical learning experience for learners. However,
current reality shows that the application of AI in curriculum development and training
simulation at vocational education institutions in Vietnam still has many limitations such as
fragmentation, lack of synchronization, lack of system and facing many difficulties in terms
of resources, technology infrastructure, implementation team and support policies. This
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requires a comprehensive view and synchronous solutions to promote the effective and
sustainable application of AI in vocational education.
From the above issues, the article raises a number of research issues, evaluates and
proposes solutions to promote the application of AI in curriculum development and training
simulation at vocational education institutions, which is necessary, contributing to
improving the quality of vocational training, improving the quality of human resources and
meeting the requirements of socio-economic development in the digital age.
II. Theoretical and practical basis
- The Government issued Decision No. 131/QD-TTg dated January 25, 2022 of the Prime
Minister: Approving the Project "Enhancing the application of information technology and
digital transformation in education and training for the period 2022 - 2025 with a vision to
2030".
- Resolution 57-NQ/TW dated December 22, 2024 of the Politburo on breakthroughs in
science, technology, innovation and national digital transformation defines the vision to
2045. The Resolution affirms that breakthroughs must be made through science, technology,
digital transformation, creativity, focusing on people, training teachers, managers and
students.
- On December 25, 2024, the Ministry of Education and Training issued Decision No.
4153/QD-BGDDT on the Plan to enhance the application of information technology (IT)
and digital transformation (DT) in 2025. The plan clearly defines the goals, tasks, solutions
and urges the assignment of responsibilities for implementation, aiming to enhance the
application of IT and digital transformation of the Ministry of Education and Training in
2025, in which it encourages the integration of AI into the teaching and learning process.
- Some large vocational schools or high-quality training centers have begun testing AI in
designing practical simulation programs, training soft skills through virtual characters and
using AI to suggest learning paths.
- The application of information technology is changing the way of teaching and learning,
bringing many opportunities but also posing many challenges. To maximize the benefits of
AI in education, there needs to be cooperation between schools, teachers, students and
technology experts. AI is an inevitable trend of education in the digital age. If applied
properly, AI will be a powerful tool to help improve the quality of education in the future.
- Artificial intelligence (AI) technology is increasingly asserting its important role in many
fields, including education. The application of AI in teaching and learning is opening up
many breakthrough opportunities, helping to improve teaching efficiency, personalize
learning experiences and improve the quality of education.
- The application of AI in teaching is an inevitable trend. The seminar "Vision and future
orientation for education in the AI era" [2] emphasized the importance of AI in education.
Accordingly, AI increases access to education, promotes personalized education, enhances
the spirit of self-study, innovation and teaching effectiveness, and creates lifelong learning
habits.
- AI has a comprehensive impact on the three pillars of education [2]: curriculum, teaching
and learning process and assessment. Specifically:
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AI supports teachers and administrators in the teaching and learning process such as
supporting lesson planning, building teaching materials, designing tests, grading,
analyzing results, and supporting personalized feedback for learners.
The application of AI tools in teaching, learning and administration will improve the
quality of students' learning, develop critical and creative thinking, increase fairness
in education,
Using AI in assessment to ensure fairness and improve quality, improve the quality
of lectures and teaching methods, and manage smart education with AI.
According to Luckin et al. [6], to be able to use AI-supported tools effectively, teachers
must acquire the following new skills:
Understand how AI-supported systems can facilitate and make the teaching and
learning process more effective.
Have skills in research, data analysis; new management skills to be able to manage
human resources and AI at will.
Help learners acquire skills and abilities that machines cannot replace.
Meanwhile, the current generation of lecturers cannot use AI tools.
III. Current status
1. Current status of AI application in curriculum development and training simulation
in vocational education in Viet Nam
In the context of comprehensive digital transformation and the strong impact of the
Industrial Revolution 4.0, artificial intelligence (AI) has been considered an important tool
in educational innovation, especially in the field of vocational education. Besides
opportunities, the application of AI in education also poses challenges such as increasing
digital divide, ethical issues in AI, data security, accuracy and objectivity of content and
dependence on technology. However, the application of AI in curriculum development and
training simulation in Vietnam is still limited and not consistent.
1.1. The level of application is still low, scattered and unsystematic
- Most vocational education institutions have only just begun to approach AI technology,
mainly through tools to support the editing of teaching content such as ChatGPT, Canva AI,
Copilot, etc.
- The use of AI to analyze learning data, design personalized programs or assess learners'
capacity is still not popular.
- There is no vocational training program framework that has been developed entirely based
on AI or has integrated AI at the system level.
- There is a lack of an overall model and a synchronous strategy in building an AI-integrated
curriculum.
1.2. Limited application of AI-integrated training simulation
- Some vocational training institutions have pioneered and deployed smart training
simulation (AI + VR/AR) which has only been deployed by a few pioneering institutions
(mainly in Engineering, Electrical - Mechanical Engineering, etc.), but most have not yet
integrated AI for intelligent interaction and feedback according to learner behavior.
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- Lack of "domestic" simulation software platforms that can be customized according to
Vietnam's training programs.
- Not fully utilizing the potential of AI in personalization and training simulation
1.3. The teaching staff still lacks knowledge and skills in AI, limited implementation
capacity
- Most of the teaching staff have not been properly trained in AI, mainly approaching at the
basic user level. According to Björn Sjödén [5], the core problem is that technology is not
used to "perfectly" model human characteristics (such as communication skills or
intelligence), but only enough to evoke social schemas (e.g., of lecturers/students) that
engage students in effective interactions for learning.
- Lack of AI technical experts in the education sector, leading to difficulties in deploying
simulation, analysis and personalized learning systems.
- Many people are not familiar with using AI tools to support content design, learning data
analysis, and digital content creation.
- Lack of core team leading digital transformation combining AI in vocational schools.
1.4. Limited infrastructure, technology platforms and financial barriers
- Many vocational education institutions do not have suitable technology infrastructure to
integrate AI solutions, especially digital learning systems (LMS), big data or stable network
connections.
- Lack of platforms for building digital lectures, practice simulations, and smart
assessments.
- Dependence on free tools or foreign platforms, lack of domestic AI solutions suitable for
the characteristics of vocational education in Vietnam. According to Hilbert [4], the lack of
basic infrastructure conditions also creates a new digital gap in the use of data-based
knowledge to make smart decisions.
- Investment funding for AI solutions is limited, while the cost of deploying and
maintaining the system is often quite high.
1.5. Unclear policies and directions
- Although there are many documents encouraging digital transformation in vocational
education, there are no specific guidelines on the application of AI in program development
and training simulation.
- Sharing of experiences, digital resources and AI application solutions among institutions is
still lacking.
2. Current status of AI application in curriculum development and training simulation
at Nam Sai Gon Polytechnic College
Currently, Nam Sai Gon Polytechnic College has taken initial steps in applying
artificial intelligence (AI) to vocational training activities such as admissions consulting.
However, the implementation is still initial, small-scale, unsynchronized and still facing
many practical challenges during the implementation process. Practical challenges can be
seen through the following main contents:
2.1. Limitations in the capacity of lecturers and technology personnel
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- The teaching staff has not been properly trained in AI applications in education, especially
in program design and implementation of smart interactive simulations.
- Lack of specialized personnel in educational technology, AI programming or system
engineering, leading to the implementation of AI tools mainly spontaneous and small-scale.
- Aversion to change, dependence on traditional teaching methods.
2.2. Limitations in applying AI in curriculum development
- Limited application level: Some lecturers have started using AI tools such as ChatGPT,
Copilot, Canva AI... to support lesson design, test development and illustration content
creation, but they have not been integrated into a common system for the whole school.
- No official AI integration framework: The application of AI in updating or developing
new training programs is still mainly personalized, there is no official model to apply AI to
designing training programs by profession.
- Lack of smart learning analysis tools: The school has not deployed an AI system to
analyze learning behavior, personalize learning paths or support real-time assessment of
results.
2.3. Limitations in applying AI in training simulation
- Some initial simulation models have been deployed: The school has invested in simulation
practice rooms for engineering majors, and initially integrated VR/AR simulation
technology, however, AI in simulation (for example, automatic feedback on learner
behavior, dynamic situation handling) is still very limited.
- There is no specialized AI platform for career simulation: Most current simulation
activities are still based on pre-set scenarios, and do not have the ability to adapt and
respond automatically like advanced AI models.
- There is no simulation software with the ability to learn and adapt: The simulation system
does not use AI models to provide rich real-life situations or automatically adjust according
to the learner's learning results.
2.4. Inadequate facilities and technology infrastructure
- The school has a learning management system (LMS) but has not yet integrated AI
functions such as learning data analysis, personalized roadmap recommendations, and smart
assessments.
- IT infrastructure such as computer labs, internet, projection equipment, etc. meets basic
needs but is not strong enough to operate advanced AI systems or complex
multidimensional simulations.
2.5. Lack of connection and sharing of digital resources
- There is no connection between faculties and departments in the school, as well as
between the school and other training institutions to share data, models, and AI resources.
- A shared teaching data bank, simulation scenarios, and AI-illustrated lessons have not yet
been built.
2.6. Limited resources, implementation policies and clear orientations
- There are currently no specific regulations or guidelines on integrating AI into vocational
training programs.