University Lecturers’ Professional Adaptability in the Age of Artificial Intelligence: Evidence from Vietnam’s Higher Education Context

Abstract

Generative AI, in particular, has begun to change how teaching, learning, and assessment are approached in higher education. A significant amount of literature has been produced on technology in education; however, less attention has been given to the professional adaptations that university lecturers are making, particularly in developing higher education systems such as Vietnam. This paper elaborates on professional adaptability, particularly among university lecturers, in the context of the transformative effects of AI in education. The study utilizes a professional adaptability framework and a cross-sectional survey of university lecturers in Vietnam to explore the multidimensional nature of lecturers' professional adaptability, as well as to identify the factors that most significantly influence their adaptability to AI integration in teaching. The results indicate that lecturers demonstrate a moderate level of professional adaptability, and that strong openness to technological experimentation and professional learning serves as a key facilitator; however, challenges remain in assessment design and the ethical and regulatory governance of AI. Regression analyses further show that AI literacy, institutional support, and positive attitudes toward AI are the most significant factors influencing lecturers’ professional adaptability. The study contributes to the growing body of knowledge on AI in higher education by offering a multidimensional analytical framework of professional adaptability that incorporates technological, pedagogical, ethical, and professional learning dimensions. From a practical standpoint, the findings provide guidance for universities and policymakers seeking to support lecturers in addressing the pedagogical and governance challenges of AI-driven education.