مطالعات برنامه درسی

مطالعات برنامه درسی

واکاوی عوامل موثر بر فرهنگ سازی و پذیرش هوش مصنوعی در فرایند غنی‌سازی برنامه‌های درسی مهندسی با رویکرد تحلیل مضمون

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دکتری مطالعات برنامه‌درسی، دانشگاه بیرجند، بیرجند، ایران
2 استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
چکیده
هدف پژوهش حاضر واکاوی عوامل مؤثر بر فرهنگ‌سازی و پذیرش هوش مصنوعی در غنی‌سازی برنامه‌های درسی مهندسی بود. این پژوهش با رویکرد کیفی و روش تحلیل مضمون انجام شد. مشارکت‌کنندگان شامل ۸ عضو هیئت‌علمی، ۵ مدیر گروه و ۶ دانشجوی تحصیلات تکمیلی (۱۹ نفر) بودند که به روش نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق مصاحبه نیمه‌ساختاریافته گردآوری و با مضمون‌بندی سه‌مرحله‌ای تحلیل گردید. یافته‌ها چهار مضمون اصلی را آشکار ساخت: (۱) راهبری و سیاست‌گذاری برای گذار به مهندسی دیجیتال شامل تدوین نقشه راه، سرمایه‌گذاری هدفمند، مدیریت ریسک و چارچوب‌های اخلاقی؛ (۲) توانمندسازی هیئت‌علمی شامل ارتقای سواد هوش مصنوعی، نگرش‌های پداگوژیک و درک فرصت‌ها و تهدیدها؛ (۳) تحول در برنامه‌های درسی شامل تزریق هوش مصنوعی در دروس، گذار به صورت‌بندی مسئله و توسعه سنجش شایستگی دیجیتال؛ (۴) الزامات زیرساختی شامل ایجاد آزمایشگاه دیجیتال، مخازن داده و پشتیبانی چندتخصصی. نتایج این پژوهش می‌تواند به‌عنوان چارچوبی مفهومی و راهنمایی عملی برای سیاست‌گذاران آموزش عالی مورد استفاده قرار گیرد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Investigating Factors Affecting Culture Building and Acceptance of Artificial Intelligence in the Process of Enriching Engineering Curricula with a Thematic Analysis Approach

نویسندگان English

mohammad mahmoodi 1
meysam gholampoor 2
1 PhD in Curriculum Studies, University of Birjand, Birjand, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Human Sciences, Hakim Sabzevari University, Sabzevar, Iran
چکیده English

The aim of this study was to explore factors influencing culture building and acceptance of artificial intelligence in enriching engineering curricula from the perspectives of key stakeholders. Using a qualitative approach and thematic analysis, 19 participants (8 senior faculty, 5 department directors, and 6 graduate students) were selected through criterion-based purposive sampling. Data were collected via semi-structured interviews and analyzed through a three-stage thematization process. Lincoln and Guba’s four criteria ensured trustworthiness of findings. The results revealed five overarching themes: (1) leadership and policy-making for digital engineering (roadmaps, strategic investments, risk management, and ethical frameworks); (2) strengthening faculty capacities (AI literacy, pedagogical beliefs, and perception of opportunities and threats); (3) pedagogical and curricular transformation (AI integration in computational and simulation courses, focus on problem formulation, and digital assessment methods); (4) infrastructure and support systems (digital labs, data repositories, and multidisciplinary support ecosystems). The study provides a conceptual and practical framework for higher education policymakers and administrators to effectively integrate AI, thereby enhancing the quality of engineering education in the digital era.

کلیدواژه‌ها English

Artificial Intelligence Culture
Technology Adoption
Engineering Education
Curriculum Enrichment
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  • تاریخ دریافت 23 شهریور 1404
  • تاریخ بازنگری 04 دی 1404
  • تاریخ پذیرش 15 دی 1404