The rapid emergence of Generative Artificial Intelligence (GenAI) has introduced a transformative paradigm shift in language education globally. However, within the specific context of Vietnamese secondary schools, the adoption of these technologies remains predominantly instrumental rather than pedagogical. While a growing number of English as a Foreign Language (EFL) teachers are leveraging AI tools for administrative expediency—such as streamlining lesson planning, creating exercises, or translating materials—they significantly lack the methodological frameworks and official guidance necessary to deploy these tools ethically and effectively for student-centered learning. Addressing this profound disconnect, this paper proposes a comprehensive, competency-based professional development model designed to facilitate a critical shift from passive tool adoption to active, strategic pedagogical integration.

Grounded in the theoretical underpinnings of the TPACK and DigCompEdu frameworks, the study draws on a rigorous mixed-methods inquiry involving surveys of 100–150 teachers and 15 in-depth interviews with practitioners in Da Nang city, Vietnam. The findings reveal an urgent need for structured guidance, particularly in the areas of assessment design, material adaptation, and digital ethics. Consequently, the proposed model introduces a robust "Four-Pillar Competency Framework" that encompasses Technical Competence, Digital-Pedagogical Competence, Assessment Competence, and Ethical-Legal Competence. This framework is operationalized through a practical three-module training curriculum that guides teachers from mastering basic AI tools to integrating them into the teaching of the four language skills and conducting automated assessments. By prioritizing pedagogical intent over mere technical proficiency, this study offers a scalable, evidence-based roadmap for policymakers and teacher educators to foster a generation of AI-literate practitioners capable of meeting the demands of the new General Education Program.