Applying Artificial Intelligence to Train Multimodal Information Processing Skills for Ethnic Minority Students in Particularly Disadvantaged Areas: The Case of Khmer Ethnic Minority Students at Khanh Hoa Secondary and High School, Can Tho City, Vietnam

Abstract

In the context of digital transformation of education, artificial intelligence opens up many possibilities to support the teaching of Literature, especially in training the skill of receiving multimodal information documents for ethnic minority students in particularly difficult areas. This study focuses on the case of Khmer ethnic students in grade 11 at Khanh Hoa Secondary and High School, Can Tho city, Vietnam, to propose and test measures to apply artificial intelligence to support students in reading, comprehension, analyzing and evaluating multimodal information texts. The project was implemented according to the pedagogical experimental model before and after the impact, with the research subjects being grade 11 students, including 144 Khmer ethnic students out of a total of 262 students. The experimental content consists of 10 reading comprehension lessons in the first semester of the 2025-2026 school year, using multi-modal information documents associated with Khmer culture and local life such as videos, infographics and documents introducing cultural heritage. The study proposes measures to use AI in language preparation, literacy comprehension, non-verbal channel analysis, connection of modes of expression, feedback, and self-assessment. The research results are expected to contribute to clarifying the role of AI as a pedagogical support tool, promoting reading comprehension, academic Vietnamese language proficiency, digital competence, and equitable learning for Khmer ethnic students in the context of digital education.