Abstract

This study examines the current use of artificial intelligence (AI) in supporting STEM lesson planning among Primary Education students at Tra Vinh University and proposes relevant solutions. The survey findings indicate that students generally hold positive attitudes toward STEM education but encounter difficulties in developing interdisciplinary ideas and designing sequences of experiential activities appropriate to the psychological and developmental characteristics of primary school pupils. In addition, their use of AI remains largely spontaneous and lacks adequate pedagogical guidance. To address these limitations, the article proposes an integrated set of solutions, including a three-step framework for using AI tools such as ChatGPT and Gemini to design STEM teaching processes and the incorporation of context-specific prompting skills into STEM education, information technology, and other interdisciplinary courses. These solutions are intended to enhance creativity in lesson planning and develop students’ core digital competencies in the context of contemporary educational reform.

Keywords: AI applications, primary education, STEM education, STEM lesson planning.