Abstract This study examines how ChatGPT influences high school students’ cognitive and behavioral engagement in Physics learning, drawing on survey data from 251 students at Vo Minh Duc High School in Ho Chi Minh City. Although generative AI is increasingly adopted in education, little is known about how Vietnamese students use ChatGPT in a cognitively demanding subject like Physics-representing a notable research gapin a cognitively demanding subject like Physics, which represents a notable research gap. Using a mixed-methods design, the study explores how students employ ChatGPT, how they perceive its usefulness and reliability, and how its use shapes learning behaviors. Findings indicate that students commonly use ChatGPT as a self-study aid and perceive it as helpful for understanding complex concepts, yet many express concerns about accuracy and show signs of overreliance when using the tool without guidance. The study highlights the dual impact of ChatGPT-supporting learning while potentially reducing independent thinking-and contributes evidence potentially reducing independent thinking and contributes evidence to inform AI literacy development, teacher training, and pedagogical frameworks for responsible integration of generative AI in secondary education.

This study examines the relationships between Training Quality (TQ), Institutional Support (IS), Faculty Readiness (FR), and Perceived Effectiveness (PE) in the context of artificial intelligence (AI) integration in higher education institutions (HEIs) in Vietnam. Employing Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 418 faculty members from higher education institutions (HEIs) in Vietnam were analyzed to identify key factors influencing the adoption of AI in teaching. The findings reveal that both TQ and IS significantly enhance FR, underscoring the critical importance of comprehensive training programs and institutional resources for preparing faculty to adopt AI. Furthermore, FR has a substantial impact on PE and serves as a mediator between TQ and PE, as well as IS and PE. This highlights the pivotal role of faculty readiness in transforming training and support into perceived improvements in teaching effectiveness. The model demonstrates high predictive relevance for both FR (Q² = 0.55) and PE (Q² = 0.60), suggesting the robustness of the theoretical framework. Despite the study’s limitations, including its focus on Vietnamese HEIs and cross-sectional design, it provides valuable insights for designing effective faculty development and institutional support strategies to facilitate AI integration

This study aims to identify the aspects of paragraphs that ChatGPT impacts and to explore students' perceptions of this tool. The study used both quantitative and qualitative methods, with 72 fourth-year students majoring in English Language at Thu Dau Mot University participating. The results indicated that ChatGPT had a strong impact on many aspects of the students' paragraphs, including vocabulary, grammar, coherence, organization of ideas, mechanics, and writing style. Students had a positive perception of ChatGPT, considering it a useful tool that saved time, suggested writing styles, and helped improve the structure of their texts. Additionally, feedback from ChatGPT boosted confidence and helped them gain a better understanding of the topics. However, the tool also had some limitations. Concerns were raised about plagiarism, the accuracy of information, and the reduced interaction between teachers and students. Furthermore, excessive reliance on the tool could impact students' critical thinking and creativity, as well as raise concerns about privacy and information security. This study provides practical values for both teachers and students while contributing to the integration of ChatGPT into the learning process to enhance academic performance.

This study forecasts electricity demand for Vietnam’s data center sector through 2030 in the context of rapid digitalization and the accelerating adoption of Artificial Intelligence (AI), both of which are expected to exert significant pressure on national power infrastructure. Using a baseline IT load of 524.7 MW in 2025 derived from industry market reports, the analysis employs a scenario-based approach with two growth trajectories: a high-growth case using a 16% CAGR and a market-aligned case using a 12.61% CAGR. Applying a Power Usage Effectiveness (PUE) value of 1.4, consistent with Vietnam’s green data center standards, projected electricity demand increases from 734.6 MW in 2025 to 1,542.8 MW under the high-growth scenario and 1,330.6 MW under the moderate-growth scenario by 2030, corresponding to increases of 110% and 81%, respectively. These findings indicate that the expansion of digital infrastructure will require proactive power system planning. The study highlights the importance of integrating renewable energy through Direct Power Purchase Agreements (DPPAs) and implementing stringent energy-efficiency standards to ensure the sustainable development of Vietnam’s data center ecosystem.

This study explores non-English major students’ perceptions of the ethical use and plagiarism risks associated with Artificial Intelligence (AI) tools in academic writing at Thu Dau Mot University. As AI technologies become increasingly integrated into higher education, concerns about academic integrity, authorship, and originality have intensified. Using a convergent mixed-methods design, data were collected from 108 students through questionnaires and from six participants via semi-structured interviews. Quantitative findings revealed that a majority of students acknowledged the importance of ethical AI use and expressed support for clearer institutional guidelines and teacher training on responsible AI integration. However, uncertainty persisted regarding the ethical boundaries between legitimate assistance and academic misconduct. Qualitative data reinforced these findings, highlighting students’ awareness of AI’s dual role in enhancing writing skills and posing plagiarism risks, particularly through diminished creativity and loss of personal voice. The study underscores the need for localized policies, updated plagiarism regulations, and pedagogical strategies to guide responsible AI use in EFL writing contexts.

AI is transforming English as a Foreign Language (EFL) education by facilitating personalized learning and intelligent tutoring globally. This study examines the readiness and intentions of educators in Thu Dau Mot City, Vietnam, to adopt AI in their EFL classrooms. Through surveys and interviews with 102 teachers and lecturers, results show a high perceived usefulness and intention to integrate AI (M = 4.10). However, challenges remain with moderate ease of use (M = 3.92), low confidence in AI tools (M = 3.68), and limited institutional support (M = 3.45). Qualitative insights indicate a need for systematic training and collaborative environments. The findings emphasize that successful AI adoption relies on institutional investment in training and infrastructure. Without this support, the gap between enthusiasm and actual implementation may hinder AI's transformative potential. Policymakers and educational leaders need to create structured frameworks for effective AI integration in EFL classrooms.

The application of Artificial Intelligence (AI) in education is rapidly transforming the teaching and learning landscape in Vietnam. AI technology is being integrated into various educational platforms to provide personalized learning experiences, support educators, and enhance the overall efficiency of the education system. In Vietnam, AI is utilized to develop adaptive learning programs, intelligent tutoring systems, and automated administrative processes. AI-powered tools such as virtual teaching assistants and chatbots are also being employed to offer real-time support and feedback to students. Furthermore, AI-driven data analytics is used to monitor and improve student performance and engagement levels. AI assists teachers in automating grading, reducing assessment time, and enabling speech recognition systems to evaluate students’ English-speaking skills. These innovations contribute to a more dynamic, interactive, and inclusive educational environment. However, challenges such as data privacy concerns, the digital divide, and the demand for a skilled workforce remain significant. Addressing these issues is crucial for the sustainable integration of AI into Vietnam’s education sector.

This is a descriptive study to find out students’ awareness about the benefits and harm that they have experienced from using the AI tools during their learning process. The study was founded on a survey and an interview among majored-English students at Thu Dau Mot University. The data was then This descriptive study aims at finding out students’ awareness about the benefits and harm that they have experienced from using AI tools during their learning process. A four-section survey including open and closed-ended questions was sent out, and 193 majored-English students at Thu Dau Mot University responded randomly. The striking finding is that although students preferred AI tools to support their learning, they themselves accepted the benefits gained and the challenges faced were just a little over the average. In particular, the participants confirmed that AI tools contribute much to the fast speed of their academic work completion, but AI also makes them passively think, become inflexible, and somewhat limit the ability to equip knowledge for their English language competence.

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, selflearners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas.

Industrial Revolution 4.0 has become an indispensable trend in the development process of Vietnam and is increasingly applied in university education. The essence of the Industrial Revolution 4.0 is the application of technology, data science and the use of artificial intelligence for production and human life. In this impact, modern education, especially higher education, is the field most affected. Online teaching, with tools to support the teaching of the digital age, has been changing dramatically in the teaching and learning situation in universities, helping to modernize education and integrate with the world, but there are many issues that teachers and managers must consider to change teaching methods and training strategies, in order to deliver the best results. Starting from the actual situation, we propose specific and comprehensive measures to improve the teaching efficiency of Thu Dau Mot University and, to meet the needs of Vietnamese society and the development of Industrial Revolution 4.0.