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واکاوی دستاوردهای توسعه هوش هیجانی دیجیتال در نظام آموزشعالی: رویکرد فراترکیب تفسیری - انتقادی | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| دوره 5، شماره 3 - شماره پیاپی 17، مهر 1404، صفحه 55-71 اصل مقاله (726.24 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2025.74008.1259 | ||
| نویسندگان | ||
| خاطره محمد جعفری1؛ مهدی محمدی2؛ مجید کوثری1؛ رضا ناصری جهرمی* 3؛ سولماز خادمی3؛ فردوس شادی4؛ انسیه اثنی عشری5 | ||
| 1استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 2استاد، گروه مدیریت و برنامهریزی آموزشی، دانشگاه شیراز، شیراز، ایران. | ||
| 3دکتری برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایران. | ||
| 4کارشناسی ارشد، برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایران. | ||
| 5کارشناسی ارشد، مدیریت اجرائی، دانشگاه مازندران، ساری، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر واکاوی دستاوردهای هوش هیجانی دیجیتال در نظام آموزش عالی با رویکرد فراترکیب تفسیری-انتقادی بود. این پژوهش با رویکرد فراترکیب کیفی با استفاده از روش پنج مرحلهای تفسیری انتقادی دیکسون- وودز و همکاران انجام شدهاست. تیم فراترکیب متشکل از شش نفر متخصص برنامهریزی درسی و یک نفر مسلط بهروش پژوهش فراترکیب، با رویکرد تفسیری انتقادی بود. راهبرد جستوجو در این پژوهش شامل، جستوجو بر مبنای واژگان کلیدی «هوش هیجانی دیجیتال»، «سواد دیجیتال»، «مهارتهای دیجیتال» و «آمادگی دیجیتال» در پایگاههای داده الکترونیکی، وبسایتها، تماس با خبرگان و مراجعه به کتابخانهها بود. بر این اساس در ابتدا 38 منبع استخراج شدند که با استفاده از الگوی غربالگری و حذف عناوین نامرتبط، چکیدههای نامرتبط و سپس متون نامرتبط، نهایتاً 25 منبع پژوهشی مرتبط، مبنای تحلیل قرار گرفت. برای استخراج و ترکیب تفسیری دادهها از روش ترکیب مضامین توماس و هاردن استفاده شدهاست. یافتهها بیانگر این مطلب هستند که دستاوردهای هوش هیجانی دیجیتال در نظام آموزش عالی را میتوان در دو مضمون اصلی دستاوردهای هوش هیجانی دیجیتال برای دانشجو و دستاوردهای هوش هیجانی دیجیتال برای استاد دستهبندی نمود. اعتبار دادهها با استفاده از سه تکنیک اعتبارپذیری، انتقال پذیری و همسوسازی دادهها و اعتماد به دادهها با هدایت دقیق جریان جمعآوری اطلاعات و همسوسازی پژوهشگران تائید شد. در نهایت میتوان گفت؛ هوش هیجانی دیجیتال بهعنوان مجموعهای از مهارتهای اجتماعی، عاطفی و شناختی، عاملی کلیدی در بهبود عملکرد آموزشی و انطباق پذیری دانشجویان در فضای دیجیتال است. توسعه مهارتهای خودتنظیمی، تفکر انتقادی و مدیریت فضای دیجیتال برای اساتید و دانشجویان بهعنوان راهکارهای عملیاتی پیشنهاد میشود. | ||
| کلیدواژهها | ||
| هوش هیجانی؛ هوش هیجانی دیجیتال؛ نظام آموزشعالی | ||
| عنوان مقاله [English] | ||
| Analyzing the Achievements of Developing Digital Emotional ntelligence at Higher Education System: An Interpretive-Critical Metasynthesis Approach | ||
| نویسندگان [English] | ||
| Khatere Mohammad Jafari1؛ Mehdi Mohammadi2؛ Majid Kowsari1؛ Reza Naserijahromi3؛ Solmaz Khademe3؛ Ferdows Shadi4؛ Ensiyeh Asna Ashahri5 | ||
| 1Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| 2Professor, Department of Educational Management and Planning, Shiraz University, Shiraz, Iran. | ||
| 3Ph.D of Curriculum Planning, Shiraz University, Shiraz, Iran. | ||
| 4M. A. of Curriculum Planning, Shiraz University, Shiraz, Iran. | ||
| 5M. A. of Executive Management, University of Mazandaran, Sari, Iran. | ||
| چکیده [English] | ||
| The Purpose of the present study was to investigate the achievements of digital emotional intelligence in the higher education system with an interpretive-critical metasynthesis approach. This study was conducted with a qualitative metasynthesis approach using the five-stage critical interpretive method of Dixon-Woods et al. The metasynthesis team consisted of six curriculum planning experts and one person who was proficient in the metasynthesis research method, with a critical interpretive approach. The search strategy in this study included searching based on the keywords “digital emotional intelligence”, “digital literacy”, “digital skills” and “digital readiness” in electronic databases, websites, contacting experts, and visiting libraries. Accordingly, initially 38 sources were extracted, which were finally analyzed using a screening pattern and removing irrelevant titles, irrelevant abstracts, and then irrelevant texts; ultimately, 25 relevant research sources were used as the basis for analysis. Thomas and Harden’s theme synthesis method was used to extract and interpret data. The findings indicate that the achievements of digital emotional intelligence in the higher education system can be categorized into two main themes: achievements of digital emotional intelligence for students and achievements of digital emotional intelligence for professors. Data validity was confirmed using three techniques: validity, transferability, and data alignment, and data trust with careful guidance of the data collection process and researcher alignment. Finally, it can be said that digital emotional intelligence, as a set of social, emotional, and cognitive skills, is a key factor in improving educational performance and student adaptability in the digital space. Developing self-regulation, critical thinking, and digital space management skills for professors and students is suggested as operational solutions. | ||
| کلیدواژهها [English] | ||
| Emotional Intelligence, Digital Emotional Intelligence, Higher Education System | ||
| مراجع | ||
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