Abstract

This study investigates the current status, perceptions, and challenges associated with the integration of Artificial Intelligence (AI) in the development of problem-solving competency (PSC) within the context of chemistry education in Vietnam. Drawing on a descriptive survey design, data were collected from 136 high school teachers across multiple provinces using structured questionnaires and analyzed through both quantitative and qualitative methods. The results indicate that while many educators have begun to use AI tools frequently for lesson planning, task design, and student engagement, disparities in access, training, and pedagogical alignment persist. Teachers largely view AI as a promising tool to enhance critical thinking and cognitive flexibility; however, concerns remain regarding students’ overdependence on AI and the lack of clear instructional guidance. The findings underscore the importance of pedagogical leadership, professional development, and contextualized strategies to ensure AI serves as a meaningful contributor to competency-based education reform in Vietnam. Recommendations include expanding access to teacher training, embedding AI within a robust instructional framework, and developing policy mechanisms to support sustainable and equitable AI integration in schools.