نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تجارب زیسته دانشجومعلمان از برنامه درسی مبتنی بر هوش مصنوعی با تأکید بر عاملیت یادگیرنده

نوع مقاله : مقاله پژوهشی

نویسنده
صادق حامدی نسب
استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
10.22034/cstp.2026.572506.1136
چکیده
پژوهش حاضر با هدف واکاوی عمیق تجارب زیسته دانشجومعلمان از برنامه درسی مبتنی بر هوش مصنوعی و با تأکید ویژه بر مفهوم عاملیت یادگیرنده انجام شد. با توجه به ماهیت تفسیری، زمینه‌مند و تجربه‌محور موضوع، این مطالعه در چارچوب رویکرد کیفی و با بهره‌گیری از روش پدیدارشناسی طراحی گردید تا نحوه ادراک، معنا‌بخشی و کنش دانشجومعلمان در تعامل با برنامه‌های درسی هوشمند مورد فهم قرار گیرد. جامعه پژوهش را دانشجومعلمان مقطع کارشناسی دانشگاه فرهنگیان تشکیل دادند که تجربه استفاده از ابزارها و محیط‌های مبتنی بر هوش مصنوعی در فرایند یادگیری را داشتند. نمونه‌گیری به‌صورت هدفمند و مبتنی بر ملاک انجام شد و داده‌ها از طریق ۱۴ مصاحبه نیمه‌ساختاریافته عمیق گردآوری گردید. تحلیل داده‌ها با استفاده از تحلیل مضمون کیفی و به‌کارگیری نرم‌افزار MAXQDA صورت گرفت. یافته‌های پژوهش منجر به شناسایی ۸ مضمون فراگیر شد که شامل عاملیت و خودتنظیمی یادگیرنده، کیفیت و الگوی تعامل با ابزارهای هوش مصنوعی، بازاندیشی در طراحی و ارزیابی برنامه درسی، تحول در هویت حرفه‌ای دانشجومعلمان، توسعه مهارت‌های شناختی و فناورانه، ملاحظات عدالت آموزشی و دسترسی، و نقش سیاست‌ها و پشتیبانی نهادی است. این مضامین نشان می‌دهد که برنامه درسی مبتنی بر هوش مصنوعی، در کنار ایجاد فرصت‌های نوین برای شخصی‌سازی یادگیری و تقویت عاملیت، چالش‌هایی جدی در سطوح آموزشی، اخلاقی و نهادی نیز به همراه دارد و مستلزم بازنگری آگاهانه در سیاست‌گذاری و طراحی برنامه‌های تربیت معلم است.
کلیدواژه‌ها
دانشجومعلمان
برنامه درسی
هوش مصنوعی
عاملیت یادگیرنده
موضوعات

عنوان مقاله English

Student-Teachers’ Lived Experiences of an AI-Based Curriculum with an Emphasis on Learner Agency

نویسنده English

Sadegh Hamedinasab
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده English

This study aimed to explore student teachers’ lived experiences of an artificial intelligence–based curriculum, with particular emphasis on learner agency. Given the experiential, interpretive, and context-dependent nature of the phenomenon, the research was designed within a qualitative framework using a phenomenological approach to capture how student teachers perceive, interpret, and enact their roles when interacting with intelligent curricular systems. The research population consisted of undergraduate student teachers at Farhangian University who had prior experience using AI-based tools and learning environments. Participants were selected through purposive, criterion-based sampling. Data were collected through 14 in-depth semi-structured interviews and analyzed using qualitative thematic analysis with the support of MAXQDA software.The findings resulted in the identification of eight overarching themes, including learner agency and self-regulation, patterns and quality of interaction with AI tools, rethinking curriculum design and assessment, professional identity development, enhancement of cognitive and technological skills, issues of educational equity and access, and the role of institutional policies and support structures. Overall, the results indicate that while AI-based curricula offer significant opportunities for personalized learning and the strengthening of learner agency, they also introduce substantial pedagogical, ethical, and institutional challenges. These findings highlight the need for deliberate curriculum redesign and informed policy-making in teacher education programs to ensure the effective and responsible integration of artificial intelligence in learning environments.

کلیدواژه‌ها English

Student-teachers
Curriculum
Artificial Intelligence
Learner agency
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نظریه و عمل در برنامه درسی
دوره 13، شماره 26
اسفند 1404
صفحه 295-342