Phát triển năng lực số giảng viên theo mô hình TPACK trong kỷ nguyên trí tuệ nhân tạo

Against the backdrop of higher education being profoundly influenced by artificial intelligence (AI), this article identifies a notable paradox: although technological infrastructure has become increasingly advanced through sustained investment, lecturers' digital pedagogical competence has not developed correspondingly. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework proposed by Mishra and Koehler (2006) as its central theoretical framework, while also referring to the DigCompEdu framework (Redecker, 2017) and Bloom's taxonomy (Bloom, 1956; Anderson & Krathwohl, 2001) to further substantiate its arguments, the article analyzes the current situation in which most lecturers remain at the stage of mechanically digitizing learning materials rather than genuinely integrating the three components of the TPACK framework into instructional design. In response to the challenges posed by generative AI to lower-order cognitive processes, the article proposes a set of solutions, in cluding institutionalizing digital competence standards in human resource management, reforming professional de velopment models based on the TPACK philosophy and disciplinary characteristics, and creating safe environments for innovation. The article affirms that developing digital competence is fundamentally a process of repositioning the role of lecturers from transmitters of information to designers of learning experiences