According to the survey, as many as 64% of Vietnamese teachers have used artificial intelligence (AI) in their teaching activities, ranking fifth among participating countries and territories, and significantly above the OECD average of 36%. This reflects both the adaptability and strong willingness of Vietnamese teachers to embrace new technologies in education.
The Ministry of Education and Training (MoET) reported that the 2024 TALIS cycle included 55 countries and territories, and Vietnam was highlighted during the official announcement as a model for participation rate, data quality, and survey effectiveness. These results reinforce Vietnam’s continued commitment to educational improvement and international integration in learning and teaching standards.
High job satisfaction and strong professional commitment
The TALIS 2024 findings show that Vietnamese teachers are relatively young, with an average age of 42, compared to the OECD average of 45. Women account for 70% of the workforce, and 91% hold long-term contracts, reflecting both stability and long-term commitment to the profession. Overall, Vietnam’s teaching workforce is recognised as enthusiastic, professionally driven, increasingly competent in technology, and highly satisfied with their career choice.
A remarkable 92% of Vietnamese teachers believe that teaching is respected by society, the highest among all participating systems, whereas the OECD average stands at only 22%. Meanwhile, 87% feel that their voices are heard and valued by policymakers, an 8% increase compared to the 2018 cycle. This shows notable progress in teacher engagement, consultation mechanisms, and policy transparency.
Job satisfaction levels are also exceptionally high, with 97% of teachers expressing satisfaction with their work, compared to 89% in OECD countries. Vietnamese teachers report relatively low levels of intense stress (4%), although 54% acknowledge pressure related to student performance and curriculum changes.
Vietnam stands out for its proactive adoption of AI in education. The positive rate of AI use reflects improved digital readiness, open-mindedness towards innovation, and the ability to integrate emerging technologies into daily teaching practices.
However, 71% of teachers report insufficient infrastructure and digital tools, far higher than the OECD average of 37%. This gap highlights a pressing need to strengthen digital ecosystems in schools, particularly in under-resourced areas.
Towards a sustainable and future-oriented education system
Based on TALIS 2024 results, the Ministry proposes several key policy directions. These include developing digital competencies and AI application skills for teachers; issuing national digital competency standards; investing in educational technology infrastructure; and designing flexible, practical training programmes in digital skills, education technology, and data security.
The Ministry emphasises that the TALIS 2024 outcomes reinforce Vietnam’s strong regional standing, consistent with its performance in international assessments such as PISA 2022 and SEA-PLM 2024. However, the findings also underline the urgent need to prioritise digital capacity development, continuous professional growth, innovation management, and school-level governance reform.
In the coming period, the Ministry will direct in-depth analysis of TALIS 2024 data to support evidence-based policymaking and synchronised implementation at both central and local levels. The objective is to build a sustainable, modern, and innovation-driven education system aligned with the 2025–2035 strategic roadmap./.
