Vietnam Warns of 'Intellectual Decline' as Students Depend on AI

Synopsis
Vietnam’s leading mathematics experts and education officials are raising concerns over excessive AI use among students, warning that overdependence on chatbots for solving academic problems could weaken critical thinking, creativity, and independent learning abilities.

As artificial intelligence rapidly transforms classrooms worldwide, Vietnam’s top mathematics experts are sounding an urgent warning about the growing academic dependence on AI-powered chatbots among students. Researchers and education officials now fear that the increasing habit of outsourcing learning and problem-solving to generative AI tools could weaken critical thinking skills and create what experts describe as a potential 'intellectual decline' in future generations.

The debate gained national attention during a major education and AI discussion hosted by the Vietnam Institute for Advanced Study in Mathematics in Hanoi. The event brought together mathematicians, educators, and policymakers to examine the rapidly expanding role of AI in schools and universities and the long-term consequences it may have on human learning.

Professor Ho Tu Bao, one of Vietnam’s leading researchers in artificial intelligence and mathematics, raised concerns that many students are beginning to rely on AI systems not merely as learning assistants but as substitutes for thinking itself. According to him, while modern AI tools can generate highly convincing mathematical explanations and solutions, they still lack genuine understanding of mathematical reasoning and real-world logic.

To demonstrate the issue, Bao conducted an experiment using an AI chatbot to explain the highly complex 'Fundamental Lemma' proof developed by renowned Vietnamese mathematician Ngo Bao Chau, whose breakthrough work earned him the prestigious Fields Medal in 2010. The AI-generated explanation appeared sophisticated and convincing, but Bao emphasized that the system was only synthesizing patterns from existing data rather than truly understanding the mathematics behind the proof.

Experts at the event explained that generative AI operates through probability-driven language models that predict and generate responses based on massive datasets. While these systems can organize information efficiently, they do not possess human intuition, creativity, or deep conceptual understanding. Researchers worry that students who excessively depend on AI-generated answers may gradually lose the ability to independently analyze problems, explore solutions, and build original thinking skills.

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Education officials also expressed concern over how easily students can now input homework problems into AI platforms and instantly receive complete answers. Ta Ngoc Tri from Vietnam’s Ministry of Education and Training warned that this trend risks undermining the true purpose of education, which is to develop higher-order thinking, self-discovery, and intellectual curiosity.

The discussion referenced the educational philosophy of mathematician George Pólya, who argued that teachers should guide students carefully without over-assisting them. Experts suggested that AI may now be doing “too much” for students, reducing opportunities for productive struggle and independent problem-solving — both considered essential for deep learning.

Despite these concerns, researchers did not call for banning AI from education. Instead, they emphasized the importance of responsible and guided usage. Ngo Bao Chau noted that AI can still become a valuable exploratory and research tool if integrated correctly into the learning process. The challenge, according to educators, is ensuring that AI supports learning rather than replacing the effort required for intellectual growth.

To address the issue, the Vietnam Institute for Advanced Study in Mathematics announced the launch of a new Center for Teaching and Learning Innovation focused on studying AI’s impact on education. The initiative will support teacher training, research on AI-assisted learning, experimental classrooms, and programs designed to strengthen metacognition and critical thinking among students.

The growing concerns emerging from Vietnam reflect a broader global debate surrounding AI in education. As schools, universities, and technology companies continue integrating generative AI into classrooms, educators worldwide are increasingly questioning how to balance technological convenience with the preservation of human creativity, reasoning, and independent thought.

The discussion also highlights a major shift in the future of education itself. While AI promises personalized learning, faster access to information, and greater academic efficiency, experts warn that overreliance on automation could fundamentally reshape how future generations think, learn, and solve problems.

For many educators, the challenge is no longer whether AI should exist in classrooms, but how humanity can ensure that technology enhances intelligence instead of gradually replacing it.