Challenges for Lecturers at Thai Nguyen University of Information and Communication Technology (ICTU) in Adjusting Pedagogy and Assignment Design to Adapt to Generative AI

Abstract

The emergence of Generative Artificial Intelligence (GenAI) has presented profound pedagogical and academic challenges to global higher education. This study employs a qualitative case study design to explore the specific challenges faced by lecturers (N=15) at the University of Information and Communication Technology (ICTU), Vietnam, in adjusting their pedagogy and assignment design to adapt to GenAI. Data was collected through semi-structured interviews and analyzed using Thematic Analysis. The results reveal two primary groups of challenges: (1) Pedagogical Challenges, encompassing a crisis of professional role and competence , pedagogical disorientation , and classroom management difficulties ; and (2) Assessment Challenges, highlighted by a crisis in academic integrity (i.e., "AI-giarism") , a significant time and creative burden in designing "AI-proof" assignments , and the lack of clear institutional policies ("policy vacuum"). The study confirms a "professional paradox" at a technology-focused university, where lecturers face dual pressures regarding technical expertise and AI pedagogical competence. Urgent recommendations are made for the university to establish clear AI policies and invest in pedagogical professional development , and for lecturers to proactively develop AI Literacy and transition towards authentic assessment.