نقش رهبری دیجیتال در توانمندسازی معلمان برای بهرهگیری از هوش مصنوعی در آموزش: مطالعه موردی مدارس شهرستانهای نوشهر و چالوس
محورهای موضوعی : برنامه ريزي اموزشي
1 - دانشگاه آزاد اسلامی چالوس
کلید واژه: رهبری دیجیتال, توانمندسازی معلمان, هوش مصنوعی در آموزش, حمایت حرفهای, تحلیل مضمون,
چکیده مقاله :
رشد سریع فناوریهای نوین و ورود هوش مصنوعی به عرصه آموزش، ضرورت توانمندسازی معلمان برای بهرهگیری از این فناوریها را دوچندان کرده است. پژوهش حاضر با هدف بررسی نقش رهبری دیجیتال در توانمندسازی معلمان برای استفاده مؤثر از هوش مصنوعی در آموزش، بهصورت یک مطالعه موردی در مدارس شهرستانهای نوشهر و چالوس انجام شد. این پژوهش با رویکرد ترکیبی و با استفاده از ابزارهایی شامل پرسشنامه محققساخته و مصاحبه نیمهساختاریافته طراحی گردید. دادههای کمّی با استفاده از آزمونهای همبستگی پیرسون و رگرسیون چندگانه تحلیل شدند و تحلیل دادههای کیفی با روش تحلیل مضمون براون و کلارک (2006) صورت گرفت. نتایج نشان داد که مؤلفههای حمایت حرفهای، فرهنگ یادگیری مشارکتی و چشمانداز فناورانه مدیران، بهطور معناداری بر توانمندسازی معلمان برای استفاده از هوش مصنوعی تأثیرگذارند. همچنین، موانعی نظیر کمبود زیرساختهای فناوری، نگرانیهای روانی، و فقدان آموزشهای عملی شناسایی شدند. یافتهها نشان دادند که رهبری دیجیتال کارآمد، نقشی کلیدی در فراهمسازی بستر مناسب برای توسعه مهارتها، تغییر نگرش و افزایش اعتماد به نفس معلمان در مواجهه با فناوریهای هوش مصنوعی دارد. در پایان، پیشنهاداتی برای بهبود زیرساختها و تقویت آموزش عملی معلمان ارائه شد. این پژوهش میتواند مبنایی برای سیاستگذاری آموزشی در راستای توسعه حرفهای معلمان و ارتقای رهبری فناورمحور در مدارس قرار گیرد.
The rapid advancement of emerging technologies and the integration of artificial intelligence into education have significantly intensified the need to empower teachers to effectively utilize these technologies. The present study aimed to examine the role of digital leadership in empowering teachers for the effective application of AI in education. It was conducted as a case study in schools across Nowshahr and Chalous. Adopting a mixed-methods approach, the research employed a researcher-made questionnaire and semi-structured interviews for data collection. Quantitative data were analyzed using Pearson correlation and multiple regression tests, while qualitative data were analyzed through Braun and Clarke’s (2006) thematic analysis method. The findings revealed that components such as professional support, a culture of collaborative learning, and the technological vision of school leaders significantly influence teacher empowerment for AI integration. In addition, challenges such as insufficient technological infrastructure, psychological concerns, and a lack of practical training were identified. The results indicated that effective digital leadership plays a key role in creating an enabling environment for developing skills, shifting attitudes, and enhancing teachers’ confidence in engaging with AI technologies. Finally, several recommendations were presented to improve infrastructure and strengthen practical training for teachers. The results may serve as a foundation for educational policymaking.
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