دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

طراحی چارچوب سیاستگذاری برنامه درسی فناورانه در نظام آموزش عالی: رویکرد فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 عضو هیئت علمی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران
2 دانشجوی دکتری مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران.
3 دانشجوی کارشناسی ارشد مطالعات برنامه ریزی درسی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه شیراز، شیراز، ایران.
10.22034/hecs.2024.183169
چکیده
در قرن حاضر تحت عنوان قرن دانایی، توسعه فناوری اطلاعات در نظام آموزشی کارآمد یک ضرورت غیر قابل انکار بوده و گامی بسیار اساسی در اصلاحات آموزشی محسوب می­گردد. پژوهش پیش­رو از حیث هدف کاربردی است، رویکرد پژوهش کیفی و روش پژوهش فراترکیب می باشد. برای انجام این پژوهش، مراحل هفت­گانه­ی سندلوسکی و بارسو (2007) که از جامعیت لازم برخوردار است استفاده گردید. به­منظور اطمینان و اعتباربخشی به فرایند جستجو و دستیابی به یافته­های پژوهش، تیم متخصص شامل چهار نفر از متخصصان مدیریت آموزشی و دو ­نفر متخصص برنامه­ریزی درسی، اعضای تیم فراترکیب پژوهش را تشکیل دادند. برای مضمون فراگیر سیاستگذاری برنامه درسی فناورانه، 7 مضمون سازماندهنده شامل آگاهی سیاست گذاران بر مفهوم کارکردی فناوری اطلاعات، اجرای عمیق سیاست ها در سطح عملیاتی فناورانه، شناخت نتایج حاصل از توسعه پایدار در فناوری، برنامه ریزی اصلاح ساختار تعلیم و تربیت متناسب با فناوری، برنامه ریزی آموزش و پرورش منطبق بر جهانی سازی فناوری، اصلاح برنامه ی درسی و اتخاذ سیاست های متناسب با اولویت های فناورانه، تبیین اثرات و پیامد های سیاستگذاری فناورانه گردآوری و در مجموع تعداد 50 مضمون پایه شناسایی و روایی و پایایی تایید شد. تغییرات جهانی فناوری و تأثیرات بالقوه­ی آن را بر روی سیاستگذاری برنامه درسی فناورانه پیامدهایی شامل همکاری های فراملیتی و فرامرزی در شبکه های ارتباطی جهانی، فرصت سازی توسعه اجتماعی، اقتصادی و فرهنگی، تعالی سازی فنی از دیدگاه عملکردی، امکان یکپارچه سازی دانش و مهارت­های فناوری و تبدیل افراد به یادگیرندگان مستقل دارا می باشد.
کلیدواژه‌ها
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