نوآوری‌های آموزشی

نوآوری‌های آموزشی

فراترکیب شایستگی‌های به‌کارگیری هوش مصنوعی معلمان

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان
جواد پورکریمی 1
مهسا عزیزی 2
سید حسین موسوی 3
1 دانشیار، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
2 دانشجوی دکتری مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 دکتری برنامه‌ریزی و توسعه آموزش عالی، دانشگاه فرهنگیان، زنجان، ایران
10.22034/jei.2026.528293.3219
چکیده
مطالعه حاضر با هدف شناسایی شایستگی‌های به‌کارگیری هوش مصنوعی معلمان انجام شده‌است. بدین منظور، از رویکرد کیفی و روش فراترکیب استفاده شده است. روش فراترکیب هفت مرحله‌ای سندولوسکی و همکاران (2007) مورد استفاده قرار گرفته است. بر این اساس، کلیه اسناد علمی-پژوهشی منتشرشده در 8 پایگاه خارجی بین سال‌های 2021 تا 2025 و 3 پایگاه داخلی در بازه 1400 تا 1404، به تعداد 823 سند علمی یافت شدند، جامعه پژوهش حاضر را شکل می‌دهند که پس از غربالگری و واکاوی براساس معیارهای تعیین‌شده، 25 سند علمی مورد تجزیه‌وتحلیل قرار گرفتند. جهت تحلیل یافته‌های مقالات گزینش‌شده، از روش تحلیل مضمون نعیم و همکاران (2023) استفاده شده است. به‌منظور تأمین روایی توصیفی، اسناد علمی مرتبط با عنوان پژوهش به‌صورت جامع شناسایی و گردآوری شده، گزینش و با دقت بالا کدگذاری شده‌اند. جهت تأمین روایی تفسیری از نظرات و پیشنهاد‌ها خبرگان در مراحل پژوهش بهره گرفته‌شده است. درصد توافق بین کدگذاران نیز 80 درصد محاسبه شده‌است که نشان‌دهنده پایایی مطلوب کدگذاری است. براساس یافته‌ها، مدل شایستگی‌های به‌کارگیری هوش مصنوعی معلمان از سه مضمون فراگیر شامل شایستگی‌های دانشی (دانش هوش مصنوعی، دانش پداگوژیکی و دانش فناوری-محتوایی)، شایستگی‌های مهارتی (مهارت فناوری، مهارت ارتباطی، مهارت داده‌محوری و مهارت تفکرمحوری) و شایستگی‌های نگرشی (نگرش اخلاق‌محوری، نگرش شفافیت‌محوری و نگرش قانون‌محوری)، تشکیل شده است. 
کلیدواژه‌ها
شایستگی هوش مصنوعی
شایستگی معلمان
فراترکیب

عنوان مقاله English

Metasynthesis of Teachers' Competencies for Using Artificial Intelligence

نویسندگان English

Javad Pourkarimi 1
Mahsa Azizi 2
Seyyed Hossein Mousavi 3
1 Assistant Professor, Department of Educational Planning and Adminstration, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran. Iran
2 Ph.D. Student in Educational Management, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran. Iran
3 Ph.D. in Higher Education Planning and Development, Farhangian University, Zanjan, Iran
چکیده English

The present study was conducted to identify the competencies of teachers in applying AI. A qualitative approach and meta-synthesis method were used for this purpose. The seven-stage meta-synthesis method, as described by Sandowowski et al. (2007), was employed. Accordingly, all scientific research documents published in 8 foreign databases between 2021 and 2025 and 3 domestic databases between 1400 and 1404, totaling 823 scientific documents, form the current research population. After screening and analysis based on the determined criteria, 25 scientific documents were analyzed. The content analysis method of Naeem et al. (2023) was used to analyze the findings of the selected articles. Scientific documents related to the research title were comprehensively identified and collected, selected, and coded with high precision to ensure descriptive validity. The experts’ opinions and suggestions were used in the research stages to ensure interpretive validity. The percentage of agreement between coders was also calculated to be 80%, indicating the desired coding reliability. Based on the findings, the AI application competency model for teachers consists of three overarching themes: knowledge competencies (AI knowledge, pedagogical knowledge, and technology-content knowledge), skill competencies (technology, communication, data-oriented, and thinking skills), and attitudinal competencies (ethics-oriented, transparency-oriented, and law-oriented attitudes).

کلیدواژه‌ها English

Teachers&‌rsquo؛ Competency
Artificial Intelligence
Meta-Synthesis
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