پیاده‌سازی هوش مصنوعی در تربیت معلم: ابزارها و چالش‌ها

نوع مقاله : مقاله علمی- پژوهشی

نویسندگان

1 دانشیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.

2 استادیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

چکیده

هدف: پژوهش حاضر با هدف پیاده‌سازی هوش مصنوعی در تربیت معلم ایران: ابزارها و چالش‌ها انجام شده است.
روش پژوهش: این مطالعه از نظر هدف کاربردی و رویکرد بکار گرفته‌شده کیفی از نوع مرور دامنه‌ای روایت محور است. میدان مطالعه پژوهش شامل تحقیقات تجربی، مقالات نظری، بررسی‌ها، مطالعات موردی و تجارب زیسته و شواهد میدانی پژوهشگران در بازه زمانی سال‌های 2020 تا 2025 را که به طور قابل توجهی به هوش مصنوعی و تربیت معلم پرداخته بودند، مورد بررسی قرار گرفت. نمونه آماری به روش هدفمند و بر اساس ارتباط آنها با اهداف و سوالات مطالعه و هوش مصنوعی در تربیت معلم انتخاب شد. برای تجزیه‌وتحلیل داده‌ها، از روش تحلیل مضمون استفاده شد.
یافته‌ها: یافته‌ها نشان می‌دهد که ابزارهای کاربردی هوش مصنوعی در تربیت معلم مشتمل بر سیستم‌های آموزشی هوشمند، سیستم‌های ارزیابی و بازخورد خودکار، واقعیت مجازی و واقعیت افزوده، تجزیه و تحلیل یادگیری و آموزش مبتنی بر هوش مصنوعی، نظام‌های یادگیری شخصی‌سازی‌شده و تطبیقی، دستیاران تدریس مجازی، تجزیه و تحلیل داده‌ها و پشتیبانی تصمیم‌گیری مدیریتی است و چالش‌های عمده استفاده از هوش مصنوعی در تربیت معلم شامل چالش‌های اخلاقی و امنیت شخصی، آموزشی، زیرساختی و نگرانی‌های فرهنگی و اجتماعی، فنی و فرآیندی و سازمانی است.
نتیجه‌گیری: نتایج پژوهش به گفتمان استفاده از ابزارهای هوش مصنوعی کمک می‌کند و بینش‌های عملی را برای اساتید، سیاست‌گذاران و مدیران که قصد ادغام هوش مصنوعی در تربیت معلم را دارند ارائه می‌دهد. 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Implementing Artificial Intelligence in Iranian Teacher Education: Tools and Challenges

نویسندگان [English]

  • Asadollah Khadivi 1
  • Sohrab Yazdani 2
1 Associate Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
2 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
چکیده [English]

Objective: The present study aimed to implement artificial intelligence in teacher education in Iran: tools and challenges.
Methods: This study is a qualitative narrative scoping review in terms of its applied purpose and approach. The research field of study included empirical research, theoretical articles, surveys, case studies and researchers lived experiences and field evidence from 2020 to 2025 that significantly addressed artificial intelligence and teacher education. The statistical sample was selected purposively based on their relevance to the study objectives and questions and artificial intelligence in teacher education. Thematic analysis was used to analyze the data.
Results: The findings show that the tools of artificial intelligence applications in teacher education include intelligent tutoring systems, automated assessment and feedback systems, virtual and augmented reality, artificial intelligence-based learning and training analytics, personalized and adaptive learning systems, virtual teaching assistants, data analysis, and management decision support. The major challenges of using artificial intelligence in teacher education include ethical challenges and personal, educational, infrastructural, and cultural and social, technical, process, and organizational concerns.
Conclusions: The research results contribute to the discourse on the use of AI tools and provide practical insights for professors, policymakers, and administrators who intend to integrate AI into teacher education.

کلیدواژه‌ها [English]

  • Artificial intelligence
  • Teacher Education
  • Virtual Reality
  • Augmented Reality
  • Personalized and Adaptive Learning Systems
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