A Literature Review on Vietnamese Teachers’ Integration of AI-Based Tools in Lesson Planning
DOI:
https://doi.org/10.54855/ijaile.26314Keywords:
Artificial Intelligence, Lesson Planning, Vietnamese Teachers, Educational TechnologyAbstract
This review explores the integration of AI-based tools into lesson planning by Vietnamese and international teachers, interpreted through TPACK and Diffusion of Innovation frameworks. Although AI adoption has increased, evidence on effective, contextually appropriate integration, particularly in Vietnam, remains fragmented. Following a systematic search of Scopus, ERIC, and Google Scholar (January 2020 to early 2026) and duplicate removal, two reviewers selected and appraised 35 peer-reviewed empirical studies using the Mixed Methods Appraisal Tool. Teachers at primary, secondary, and tertiary levels in various national contexts, with a specific focus on EFL in Vietnam, were represented in the included studies with qualitative and quasi-experimental designs. AI tools were reported to improve planning, generate ideas, and diversify materials. However, over-reliance, content inaccuracy, limited AI-literacy, and rural infrastructure gaps were recurring themes, while training deficits and cultural resistance were found to be particularly Vietnamese-specific. Professional development, equitable infrastructure, and longitudinal classroom research are recommended.
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