The problem of scheduling is an area that has attracted a lot of attention from researchers for many years. Its goal is to optimize resources in the system. The assigning task to the lecturer is an example of the timetabling problem, a class of scheduling. This study introduces a mathematical model to assign fixed tasks (the time and required skills to be fixed) to university lecturers. Our model is capable of generating a calendar that maximizes faculty expectations. The formulated problem is in the form of a multi-objective problem that optimal makes decisions require the trade-off presence of trade-offs between two or more conflicting objectives. To solve this, we use the Compromise Programming approach to multi-objective programming. We then proposed the new version of the Genetic Algorithm to solve the introduced model. Finally, the model and algorithm tested with real scheduling data collected at the Computing Fundamental Department, FPT University, Hanoi, Vietnam.

Although educational timetabling problems have been studied for decades, one type, the STP, has not developed as quickly as the other two types due to its diversity and complexity. Also, most of the STP research has only focused on the educators’ availabilities when studying the educator aspect, and the educators’ preferences and expertise have not been taken into consideration. This paper proposes a conceptual model for the school timetabling problem considering educators’ availabilities, preferences and expertise as a whole, and chooses a common real-world school timetabling scenario to study. A mathematical model is presented. A Virtual search space for dealing with the large search space is introduced, and the artificial bee colony algorithm is adapted and applied to the proposed model. The proposed approach is simulated with a random-generated large dataset. The experimental results demonstrate that the proposed approach is able to solve the STP and handle a large dataset in an ordinary computer hardware environment, which significantly reduces computational costs. Compared to the traditional CP method, the proposed approach is more effective and can provide more satisfactory solutions in considering educators’ availabilities, preferences, and expertise levels.