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ضرورت بازاندیشی در مفروضات سیاستگذاری در مسیر تحولدیجیتال آموزشعالی | ||
| جامعه شناسی اقتصادی و توسعه | ||
| دوره 14، شماره 2، آذر 1404، صفحه 84-104 اصل مقاله (1.17 M) | ||
| نوع مقاله: مستخرج از پایاننامه | ||
| شناسه دیجیتال (DOI): 10.22034/jeds.2025.68851.1896 | ||
| نویسندگان | ||
| شیرین رجبی بذل1؛ اباصلت خراسانی* 2؛ حمیدرضا یزدانی3؛ فرنوش اعلامی4 | ||
| 1دانشجوی رشته دکتری اموزش عالی در دانشگاه شهید بهشتی تهران | ||
| 2عضو هیات علمی دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی | ||
| 33- دانشیارگروه اموزشی آموزشی رهبری و سرمایه انسانی دانشکده مدیریت دولتی و علوم سازمانی دانشگاه تهران، تهران، ایران. رایانامه: hryazdani@ut.ac.ir | ||
| 44- دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی تهران ، تهران، ایران. رایانامه: farnoosh_al@yahoo.com | ||
| چکیده | ||
| هدف پژوهش: تحول گستردهای که فناوریهای دیجیتال در جهان امروز ایجاد نموده،آموزش عالی را درمعرض یکی از عمیقترین و پیچیدهترین تحولات تاریخ خود قرارداده است، مفروضات سنتی حاکم بر سیاستگذاری در این حوزه دیگر پاسخگوی الزامات دیجیتالی شدن آموزش عالی نمی باشد بازنگری در این مفروضات از ایجاد گسست میان سیاستهای تدوینشده و واقعیتهای دیجیتال شده و مقاومتنهادی در برابرتغییرجلوگیریمیکند،فضایدیجیتال باایجاد دگرگونی درسازوکارهای یاددهی/یادگیری، شیوههای ارتباط دانشگاه با جامعه و باز تعریف مفاهیمی چون کلاسدرس،معلم، آموزش ودانشگاه،سیاستگذاری برای آموزشعالی رابا ضرورت بازاندیشی و بازطراحی مواجه ساخته است،هدف این پژوهش، بررسی و بازنگری مفروضات حاکم بر سیاستگذاری عمومیدر حوزه تحولدیجیتال درآموزشعالی است. روش پژوهش: این پژوهش با رویکرد کیفی و از طریق تحلیل نظاممند بیش از 50سند سیاستی و مقاله پژوهشی و گزارشرسمی، همراه باجستجوی هدفمند در پایگاههای علمی بینالمللی مانند Scopus، Web of Science و Google Scholar وتمرکزبر تجربههای سیاستگذاری کشورهای پیشرو در زمینه تحولدیجیتال آموزشعالی، انجام شده است.داده ها با استفاده از روش تحلیل مضمون مورد بررسی قرار گرفتند. یافتهها: یافتهها در پنج محور اصلی طبقهبندی شد: (۱) بازنگری در مفروضات، شامل عبور از نگرش ایستا و سلسلهمراتبی و توجه به نوآوری، تنوع فرهنگی، چندوجهی بودن و پویایی بینالمللی؛ (۲) تحلیل زمینه دیجیتال، با تأکید بر ناپایداری، انعطافپذیری، سرعت تغییر، چابکی و آیندهنگری؛ (۳) مشارکت فعال ذینفعان از طریق تعامل مستمر، عدالت، شفافیت و پاسخگویی؛ (۴) طراحی انعطافپذیر مبتنی بر یکپارچگی، همسویی، استانداردسازی و نظارت؛ و (۵) ایجاد چرخههای بازخورد مستمر، شامل یادگیری دائمی، خودتصحیحگری و پایش مستمر آثار سیاستها. نتیجهگیری: نتایج نشان میدهد بازتعریف و بازنگری در مفروضات سنتی سیاستگذاری آموزشعالی در مسیر تحولدیجیتال، امکان انطباق بهتر با تغییرات سریع فناوری و ارائه راهبردهای متناسب با آن را فراهم میسازد. | ||
| کلیدواژهها | ||
| مفروضات سیاستگذاری؛ دیجیتالسازی؛ تحول دیجیتال؛ آموزش عالی | ||
| مراجع | ||
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