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نقش آموزش مهارتهای هوش مصنوعی با ابعاد فنی و مدیریتی در ارتقای نوآوری سازمانی معلمان و مدیران آموزش و پرورش | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 4، دوره 6، شماره 3 - شماره پیاپی 22، مهر 1405، صفحه 49-58 اصل مقاله (585.87 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2026.76840.1403 | ||
| نویسنده | ||
| اکبر جدیدی محمدآبادی* | ||
| دانشیار گروه علوم تربیتی و مشاوره، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| هدف پژوهش حاضر، بررسی نقش آموزش مهارتهای هوش مصنوعی در دو بعد فنی و مدیریتی در ارتقای نوآوری سازمانی معلمان و مدیران اداره آموزش و پرورش منوجان بود. این پژوهش از نظر هدف کاربردی و از نظر روش، توصیفی-همبستگی بود. جامعه آماری پژوهش شامل کلیه کارکنان اداره آموزش و پرورش منوجان در سال ۱۴۰۳ به تعداد ۱۳۰۰ نفر بود. بر اساس جدول کرجسی و مورگان (۱۹۷۰)، نمونهای به حجم ۲۹۷ نفر به روش تصادفی ساده انتخاب شد. ابزار گردآوری دادهها شامل پرسشنامه مهارتهای هوش مصنوعی میکالف و گوبتا (۲۰۲۱) با ۱۴ سؤال و پرسشنامه نوآوری سازمانی بوزیک و دیموزفسکی (۲۰۱۹) با ۱۲ سؤال بود. دادهها با استفاده از مدلسازی معادلات ساختاری تحلیل شدند. نتایج پژوهش نشان داد که آموزش مهارتهای هوش مصنوعی فنی تأثیر مستقیم، مثبت و معناداری بر نوآوری سازمانی دارد. در مقابل، آموزش مهارتهای هوش مصنوعی مدیریتی بهتنهایی اثر مستقیم معناداری بر نوآوری سازمانی نشان نداد، اما بهعنوان عاملی حمایتی و تسهیلگر، نقش مهمی در بهرهبرداری مؤثر از قابلیتهای فنی هوش مصنوعی و نهادینهسازی نوآوری در سازمان ایفا میکند. بهطور کلی، نتایج حاکی از آن است که بیشترین سطح نوآوری سازمانی زمانی تحقق مییابد که مهارتهای فنی و مدیریتی هوش مصنوعی بهصورت مکمل و همافزا بهکار گرفته شوند. بر اساس یافتهها، سرمایهگذاری هدفمند در آموزش مهارتهای فنی هوش مصنوعی، همراه با توانمندسازی مدیریتی، فراهمسازی زیرساختهای مناسب و تدوین چارچوبهای اخلاقی و راهبردی، میتواند نقش مؤثری در ارتقای نوآوری سازمانی اداره آموزش و پرورش ایفا کند. این رویکرد یک چرخه مثبت ایجاد میکند که در آن هوش مصنوعی فنی بهعنوان محرک نوآوری و هوش مصنوعی مدیریتی بهعنوان عامل هدایت و پایداری آن عمل کرده و زمینه نوآوری پایدار در نظام آموزشی را فراهم میسازد. | ||
| کلیدواژهها | ||
| آموزش مهارتهای هوش مصنوعی فنی؛ آموزش مهارتهای هوش مصنوعی مدیریتی؛ نوآوری سازمانی؛ معلمان و مدیران آموزش و پرورش | ||
| عنوان مقاله [English] | ||
| The Role of Technical and Managerial Artificial Intelligence Skills Training in Enhancing Organizational Innovation among Teachers and Educational Administrators | ||
| نویسندگان [English] | ||
| Akbar Jadidi Mohammadabadi | ||
| Associate Professor, Department of Education Sciences, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The present study aimed to examine the role of AI skills training in technical and managerial dimensions in enhancing organizational innovation among teachers and administrators of the Manoojan Department of Education. This study was applied in terms of purpose and descriptive–correlational in terms of methodology. The statistical population consisted of all employees of the Minujan Department of Education in 2024 (N = 1,300). Based on the Krejcie and Morgan table (1970), a sample of 297 participants was selected using simple random sampling. Data were collected using the Artificial Intelligence Skills Questionnaire developed by Mikalf and Gupta (2021), consisting of 14 items, and the Organizational Innovation Questionnaire by Buzik and Dimozfski (2019), consisting of 12 items. Data analysis was conducted using structural equation modeling. The results indicated that technical AI skills training has a direct, positive, and statistically significant effect on organizational innovation. In contrast, managerial AI skills training did not show a statistically significant direct effect on organizational innovation; however, it played a supportive and facilitating role in enabling effective utilization of technical AI capabilities and institutionalizing innovation within the organization. Overall, the findings suggest that the highest level of organizational innovation is achieved when technical and managerial AI skills are applied in a complementary and synergistic manner. Based on the findings, targeted investment in technical AI skills training, along with managerial capacity building, the provision of appropriate infrastructure, and the development of ethical and strategic frameworks, can significantly enhance organizational innovation in departments of education. This approach creates a positive cycle in which technical AI acts as a driver of innovation, while managerial AI functions as a guiding and sustaining mechanism, thereby providing the foundation for sustainable innovation in the educational system. | ||
| کلیدواژهها [English] | ||
| Technical Artificial Intelligence Skills Training, Managerial Artificial Intelligence Skills Training, Organizational Innovation, Teachers and Educational Administrators | ||
| مراجع | ||
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