Vietnamese Middle School Teachers’ Perspectives on Using AI Chatbots in the Classroom: From Survey to Implications for Practice

The rapid rise of generative artificial intelligence (AI) chatbots has created new possibilities and challenges for classroom teaching. This study examined Vietnamese middle school teachers’ perspectives on the use of AI chatbots in the classroom. Using data from an online survey of 423 middle school teachers in Hanoi, Vietnam, the study explored teachers’ general perceptions of chatbot use, their views of teacher and chatbot roles, and their evaluations of the strengths, weaknesses, opportunities, and threats associated with classroom integration. The findings show that teachers adopted a cautious but not dismissive stance toward chatbot use. They continued to view teachers as central actors in AI-supported classrooms, particularly in making pedagogical decisions, fostering active inquiry, and raising students’ awareness of AI ethics. Teachers recognized chatbots’ potential for writing support, personalized learning, immediate feedback, and instructional assistance, while also expressing concerns about inaccurate information, reduced critical thinking, academic dishonesty, and cheating in exams. Furthermore, no statistically significant differences were found between STEM and non-STEM teachers in their perceptions of the strengths, weaknesses, opportunities, and threats of chatbot use. In terms of practical implications, the study highlights the need for teacher training, supportive leadership, clear ethical guidelines, and appropriate assessment models to enable responsible and effective chatbot integration in middle school education.