نوع مقاله : مقاله پژوهشی
نویسنده
دانشجوی دکتری مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The expansion of artificial intelligence in educational systems has transformed teachers’ professional roles and increased the need to reconsider the competencies required of them. Despite the growing number of studies on teachers’ AI competencies, existing findings remain fragmented. Therefore, the present study aimed to identify and explain the dimensions and components of teachers’ professional competencies in the era of artificial intelligence. The study was conducted using the meta-synthesis method. The research population comprised studies related to teachers’ professional competencies in the era of artificial intelligence published between 2018 and 2026, which were identified from reputable academic databases. The identified studies were examined based on the inclusion and exclusion criteria, and ultimately, 23 articles were selected as the final sample. Data from the selected studies were extracted and analyzed through coding key concepts, organizing subthemes and main themes, and conducting conceptual abstraction. The findings of the meta-synthesis showed that teachers’ professional competencies in the era of artificial intelligence have a multidimensional structure and are organized into five main themes: technological competencies, pedagogical and instructional competencies, ethical and social competencies, attitudinal and psychological competencies, and professional development competencies. Furthermore, conceptual abstraction of the findings resulted in a three-level developmental model comprising “acquisition and readiness,” “deepening and integration,” and “innovation and leadership.” This model indicates that the development of teachers’ AI competencies is a gradual and evolutionary process that begins with awareness and acceptance of technology, develops through the purposeful and responsible use of artificial intelligence in educational processes, and ultimately leads to innovation, continuous learning, and educational leadership. The proposed model can provide a theoretical framework for designing professional development programs, educational policymaking, and future studies on the assessment and validation of teachers’ AI competencies.
کلیدواژهها [English]
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