Personalizing Learning in The Chatgpt ERA
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.
References
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2. 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.
3. Christopher Theobald. (2013). Changing our behaviours as teachers in order to meet the needs of culturally diverse students [Master of Education]. Massey University.
4. 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, 1269–1302. https://doi.org/10.1007/s11423-018-9615-9.
5. Le Thai Hung & Nguyen Thai Ha. (2021). Trends in assessing learner competencies through technology platforms. Vietnam Journal of Educational Sciences, 42, 1–6.
6. Luu Ha. (2023). Trends in personalized learning in the AI EdTech era. Electronic Journal of the Vietnam Association of Economic Sciences.
7. 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.
8. 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. 173–186.
9. Nguyen Thi Phuoc. (2023). Using ChatGPT as a supporting tool for teaching and learning in communication studies. Journal of Science – Hong Bang International University, 25, 95–100. https://doi.org/10.59294/HIUJS.25.2023.507.
10. 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.
11. Pham Xuan Hau & Nguyen Đuc Vuong. (2023). Personalizing interdisciplinary curricula to meet workforce demands for the Fourth Industrial Revolution. Journal of Science – Hong Bang International University, 23, 1–6. https://doi.org/10.59294/HIUJS.23.2023.331.
12. Phan Trong Ngo. (2019). Experiential learning activities in fostering students’ personality traits in general education. Vietnam Journal of Educational Sciences, 16, 1–6.
13. Siti Hajar Halili. (2019). Technological advancements in Education 4.0. The Online Journal of Distance Education and e-Learning, 7(1), 63–69.
14. Tran Thi Thu Huong. (2022). Personalized learning: Key factors and implementation considerations. Vietnam Journal of Educational Sciences, 18(2), 1–6. https://doi.org/10.15625/2615-8957/12210201. https://zim.vn/phuong-phap-giang-day-hoc-tap-ca-nhan-hoa.
15. Vietnam Learning Association. (2018). Documents of the 10th National Congress, term 2018–2023.
Authors
[1]
“Personalizing Learning in The Chatgpt ERA”, Soc. sci. humanities j., vol. 9, no. 01, pp. 6502–6507, Jan. 2025, doi: 10.18535/sshj.v9i01.1610.
This work is licensed under a Creative Commons Attribution 4.0 International License.