Vietnamese educators share values shaping futuristic classrooms

Together, they offer insightful and multi-layered perspectives on the futuristic classroom, a space where tradition and innovation converge to nurture generations of global citizens.

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In a world where technology and human values continually redefine one another, how do you picture the classroom of the future? And what is essential to making that vision real?

Associate Professor Dr Chu Cam Tho imagines an “open futuristic classroom with many corners, many learning stations, personalised, integrated with smart technology and systems.” For her, it is a flexible environment where students can explore at their own pace with the support of technology.

Dr Trinh Thu Tuyet, who has taught literature for more than four decades, suggests combining “traditional classrooms with functional rooms and basic technological tools such as slide lectures, videos, electronic boards, touch pens, interactive software...” She stresses the irreplaceable role of direct interaction in literary appreciation, while also affirming the power of technology to enhance traditional forms of engagement.

Mr Dam Quang Minh offers a striking vision: “The classroom is not limited by physical framework, with multi-dimensional interaction. Students and teachers are accompanied by smart technology devices as assistants.” His perspective points towards a learning environment that transcends spatial constraints, with technology as a constant companion.

These varied perspectives open the door to profound discussions about the core elements of the classroom of tomorrow.

The classroom is more than a place for lectures; it is a catalyst for inspiration and creativity. How might the physical space of the future be designed to nurture both the minds and spirits of students?

Associate Professor Dr Chu Cam Tho notes: “Facilities and design greatly affect learning efficiency, determining students’ concentration, interest, health and participation.” She highlights the importance of elements such as display boards, mobile desks and chairs, lighting and acoustics, all of which shape the quality of the learning experience.

Dr Trinh Thu Tuyet, from the perspective of teaching literature, reflects: “Literature is the art of words, requiring communication between the teacher, the student and the work. Elements such as blackboards and white chalk, although they may be upgraded to whiteboards and styluses, still play an important role.” Her view reflects respect for tradition while remaining open to the support of technology.

Mr Dam Quang Minh described experiments at True Colors: “In the first two to three years, most of the time in class, there is no need for desks, creating an open environment where students use English as a natural means of communication, supported by learning materials displayed on screens and tablets for teachers.” At later stages, when students need reading and writing skills, the space is adapted with desks and chairs to support presentations and projects. This highlights flexibility and adaptability as essential qualities of the learning space.

Together, these insights sketch a picture of a futuristic classroom that is flexible, technologically integrated, and tailored to both subject matter and the developmental stage of the learner.

As technology reshapes how we live and work, how can it become a trusted companion rather than a replacement in education? How might it redefine teaching and assessment?

Associate Professor Dr Chu Cam Tho foresees a transformation in assessment: “Current assessment focuses too much on cognitive abilities. The future belongs to adaptive learning, personalised learning, and continuous assessment. Traditional testing will still exist, but with the aim of understanding and supporting learners rather than comparing or classifying.” Technology, she explains, will help measure cognitive ability and design appropriate learning programmes, while also encouraging interactions that develop non-cognitive skills such as communication, collaboration and critical thinking.

Dr Trinh Thu Tuyet takes a balanced view of AI in teaching literature: “AI can support document search, analyse language structure, grammar or genre knowledge. But literature is an emotional connection between people, requiring emotional intelligence (EQ), imagination and lived experience, things AI cannot replace.” She underlines that the sharing and transmission of human values through direct interaction is indispensable in teaching literature.

Mr Dam Quang Minh spoke about the language acquisition method at True Colors: “We increase the learning frequency by 50–70% compared to traditional methods, combining formative assessment throughout. From 2020–2021, we brought the programme directly online, enabling many students to access foreign language learning effectively.” He also values the idea of building a foreign language learning community, with technology helping to reinforce knowledge and personalise study to individual goals.

These perspectives suggest that technology is not merely a supporting tool but a catalyst for new educational models.

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In a world where knowledge is no longer the preserve of teachers, how will the relationship between teacher and student evolve? What roles might they take on in the classroom of the future?

Mr Dam Quang Minh envisions teachers as “facilitators, designers of learning experiences, data collectors and analysts for personalisation, and connectors of families, schools and communities. If students are a project, teachers are the chief engineers.”

Associate Professor Dr Chu Cam Tho concurs: “Teachers are shifting from knowledge transmitters to designers of learning experiences, inspirational mentors, and connectors of learning communities. Students will move from passive learners to active and collaborative participants.” She also acknowledges the challenge: “Students’ growing demand for individualisation will put pressure on teachers unless they are willing to set aside traditional roles to become friends and mentors.” A more equal relationship may provoke debate, but at its heart lies a shared value – that teachers and students grow together through education.

Regarding future students, Mr Dam Quang Minh highlighted three defining characteristics:

• Active learning: Students want to decide for themselves “what to learn”.
• Search for meaning: They ask “why” and “what for”, seeking to understand the value of learning and self-discovery.
• Technology proficiency: Students need to master technology as a tool to support their studies.

As AI and automation reshape the future of work, how can curricula prepare students not only to adapt but also to lead change? Which values and skills will guide education in the years ahead?

Associate Professor Dr Chu Cam Tho emphasised: “Students need to be guided towards what machines cannot do, with a focus on social and human qualities. Priority skills include higher-order thinking (critical thinking, creativity, problem-solving), personal development (communication, collaboration, emotional intelligence), digital safety, self-learning and adaptability.”

Mr Dam Quang Minh reflected on foreign language learning in the age of advanced translation technology: “Learning a foreign language is not only for basic communication but also a tool to master goals, understand ways of thinking and culture, and connect with real emotions. Technology can translate speech, but it cannot convey thought, emotion or cultural depth.” He stressed that language learning should centre on reflexive thinking, natural writing, flexible communication and personalisation, supported by AI.

Dr Trinh Thu Tuyet remarked: “Literature must continue to uphold humanistic values, linking the past with the present. Classical works always hold eternal value, but they need to be re-examined through a modern lens and taught with contemporary methods, using technology to bring these works closer and make them feel fresh to students.”

Education is a bridge between the legacy of the past and the aspirations of the future. How can we blend the timeless values of tradition with the innovative spirit of modernity to create a well-rounded education?

Mr Dam Quang Minh observed: “Tradition emphasises discipline, order and sequence. Modernity values flexibility, critical thinking, creativity and teamwork. Combining both creates a comprehensive learning environment, where roots serve as a guiding principle while innovation provides flexibility.”

Associate Professor Dr Chu Cam Tho added: “Traditional education holds undeniable core values, while modern education offers flexibility and wider access to knowledge. Effective integration requires careful selection and harmonious blending, rather than outright replacement.”

Every vision encounters obstacles. What, in your view, are the greatest barriers to realising the classroom of the future, and how might they be overcome?

Associate Professor Dr Chu Cam Tho explained: “The gap in facilities and uneven awareness pose significant barriers. Policy changes are needed to advance personalisation and adaptive learning.”

Mr Dam Quang Minh reflected on his own start-up experience: “Challenges include outdated thinking, instinctive resistance to change, and limited human resources. To persuade all parties, it is essential to expand multi-dimensional experiences, discuss the bigger picture, create realistic plans, and measure progress consistently to build trust.”

Dr Trinh Thu Tuyet emphasised: “Teacher training must evolve, not only to provide knowledge but also to cultivate critical thinking, skills in designing learning experiences, and the ability to adapt to constant change.”

As education stands at a historic crossroads, what changes will shape its future? And what message would you share with those preparing for the journey ahead: parents, students and society?

When asked about one essential change to prepare for the classroom of tomorrow, Associate Professor Dr Chu Cam Tho proposed: “Using technology to transform the education model into blended and adaptive learning.”

For parents and students, Mr Dam Quang Minh underlined the importance of connection: “Strengthen understanding and nurture love to achieve sustainable change.” Associate Professor Dr Chu Cam Tho encouraged: “Be aware of the need for proactiveness and adaptive learning.”

Looking towards the classroom of 2035, Associate Professor Dr Chu Cam Tho imagined: “Classes will no longer be bound by age, with flexible schedules shaped by the learner’s choice.” Dr Trinh Thu Tuyet envisaged: “Online classrooms using virtual reality (VR) will transcend tangible and intangible boundaries, offering traditional classroom experiences while expanding communication through modern tools and methods.”

The dialogue with Associate Professor Dr Chu Cam Tho, Dr Trinh Thu Tuyet and Mr Dam Quang Minh reveals a vivid vision of the classroom of the future where technology acts as catalyst, teachers become creators of experiences, and students step forward as active learners. This is not reform but reinvention, a new structure that connects tradition with modernity, equipping the younger generation not only to adapt but also to lead change.

To realise this vision, Vietnamese education must be bold in experimentation, embrace diversity, and blend timeless values with cutting-edge technology. Only then can we build a dynamic learning ecosystem where every individual has the chance to flourish.

Article adapted from the original in Tatler Vietnam, August 2025 issue

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