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شناسایی چالشهای انقلاب صنعتی چهارم در آموزش دانشگاهی | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 5، دوره 6، شماره 1 - شماره پیاپی 20، فروردین 1405، صفحه 81-96 اصل مقاله (806.34 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2025.76112.1350 | ||
| نویسندگان | ||
| ثمین سپهریان1؛ میترا عزتی* 2؛ فاطمه نصراللهینیا3 | ||
| 1دانشجوی دکتری مدیریت آموزشی، دانشگاه تهران، تهران، ایران. | ||
| 2دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه تهران،تهران، ایران. | ||
| 3استادیار گروه مدیریت و برنامهریزی آموزشی، دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| انقلاب صنعتی چهارم به دورهای از تحولات فناوری اشاره دارد که با ظهور و ادغام فناوریهای پیشرفتهای همچون هوش مصنوعی، اینترنت اشیا، واقعیت مجازی و افزوده، کلاندادهها و رباتیک همراه است. این انقلاب با تأثیرگذاری بر مرزهای دنیای واقعی و مجازی، تغییراتی اساسی در صنایع، اقتصاد، جامعه و بهویژه در نظامهای آموزشی ایجاد کرده است. سرعت بالای این تحولات فناورانه، چالشهای متعددی را برای نظامهای آموزشی، به خصوص آموزش دانشگاهی، به وجود آورده و نیاز به بازنگری و تطبیق سریع نظامهای آموزشی با فناوریهای نوین را ضروری ساخته است. این پژوهش با هدف شناسایی چالشهای انقلاب صنعتی چهارم در آموزش دانشگاهی انجام شده است. به منظور دستیابی به این هدف، در پژوهش حاضر از رویکرد کیفی، طرح نظاممند نظریه برخاسته از دادهها در سطح نظمدهی مفهومی استفاده شده است. دادهها با استفاده از مصاحبههای نیمهساختاریافته جمعآوری شده و این مصاحبهها با راهبرد نمونهگیری هدفمند و تا رسیدن به اشباع نظری (۲۲ مصاحبه) ادامه یافت. تحلیل دادهها با استفاده از نرمافزار ATLAS.ti9 و کدگذاری باز اشتراوس و کوربین انجام شد. در این مرحله ۱۱۷ مفهوم اولیه شناسایی شد که در مرحله مقایسه و ادغام، ۱۹ زیرمقوله استخراج شده و در قالب ۵ مقوله اصلی «چالشهای زیرساختی و مدیریتی»، «چالشهای فردی»، «چالشهای آموزشی»، «چالشهای پژوهشی» و «چالشهای اجتماعی و فرهنگی» دسته بندی و معرفی گردید. یافتهها بیانگر آن است که برای مواجهه مؤثر با این چالشها، دانشگاهها باید رویکردی جامع اتخاذ کنند که در آن توسعه زیرساختهای فناورانه، توانمندسازی استادان و دانشجویان در مهارتهای دیجیتال و تفکر انتقادی، بازنگری در برنامههای درسی و روشهای ارزشیابی، و تدوین سیاستهای حمایتی و اخلاقی شفاف در اولویت قرار گیرد. بهکارگیری چنین راهبردهایی میتواند زمینهی استفادهی اثربخش از فناوریهای نوین و ارتقای کیفیت آموزش دانشگاهی در عصر انقلاب صنعتی چهارم را فراهم سازد. | ||
| کلیدواژهها | ||
| انقلاب صنعتی چهارم؛ آموزش دانشگاهی؛ چالشها؛ آموزش عالی | ||
| عنوان مقاله [English] | ||
| Identifying the Challenges of the Fourth Industrial Revolution in University Education | ||
| نویسندگان [English] | ||
| Samin Sepehrian1؛ Mitra Ezati2؛ Fatemeh Nasrollahi-Nia3 | ||
| 1Ph.D. Student in Educational Management, University of Tehran, Tehran, Iran. | ||
| 2Associate Professor, Department of Educational Management and Planning, University of Tehran, Tehran, Iran. | ||
| 3Assistant Professor, Department of Educational Management and Planning, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| The Fourth Industrial Revolution refers to a period of technological transformations characterized by the emergence and integration of advanced technologies such as artificial intelligence, the Internet of Things, virtual and augmented reality, big data, and robotics. This revolution, by influencing the boundaries between the real and virtual worlds, has brought about fundamental changes in industries, the economy, society, and particularly in educational systems. The rapid pace of these technological developments has created numerous challenges for educational systems -especially higher education- and has made it necessary to reconsider and quickly adapt educational systems to new technologies. This study was conducted with the aim of identifying the challenges of the Fourth Industrial Revolution in higher education. To achieve this aim, a qualitative approach and the systematic design of grounded theory at the conceptual ordering level were employed. Data were collected through semi-structured interviews, which continued using a purposive sampling strategy until theoretical saturation was reached (22 interviews). Data analysis was performed using ATLAS.ti9 software and the first stage of Strauss and Corbin’s coding procedure. In the challenges section, 117 initial concepts were identified, which after comparison and integration, resulted in 19 subcategories. These subcategories were classified and presented in the form of five main categories: “managerial and infrastructural challenges,” “individual challenges,” “educational challenges,” “research challenges,” and “social and cultural challenges.”The findings indicate that, to effectively deal with these challenges, universities must adopt a comprehensive approach in which the development of technological infrastructure, empowerment of professors and students in digital skills and critical thinking, revision of curricula and assessment methods, and formulation of clear supportive and ethical policies are prioritized. Implementing such strategies can provide the basis for the effective use of new technologies and for improving the quality of higher education in the era of the Fourth Industrial Revolution. | ||
| کلیدواژهها [English] | ||
| Fourth Industrial Revolution, University Education, Challenges, Higher Education | ||
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