پژوهش های رهبری آموزشی

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طراحی الگوی حکمرانی دیجیتالی آموزش و پرورش: یک مطالعه سنتزپژوهی

نوع مقاله : مقاله پژوهشی

نویسنده

نویسنده مسئول، استادیار، حکمرانی آموزش، دانشکده حکمرانی، دانشگاه تهران، تهران، ایران. رایانامه: mazari.ebrahim@ut.ac.ir

چکیده

پژوهش حاضر با هدف طراحی الگوی حکمرانی دیجیتالی آموزش‌وپرورش انجام شده است. روش پژوهش حاضر کیفی و ازنظر هدف، بنیادی است که از روش سنتزپژوهی Sandelowski and Barroso (2007) استفاده کرده است. جامعۀ پژوهش حاضر را اسناد و مدارک علمی (مقالات، پایان‌نامه‌ها، رساله‌ها، کتب و گزارش‌های کاری) قابل‌دسترس در پایگاه‌های علمی معتبر داخلی و خارجی در بازه زمانی 2015 تا 2023 تشکیل داده است که از میان آن‏ها تعداد 30 سند علمی به شیوۀ نمونه‌گیری هدفمند انتخاب و تحلیل شدند. برای تحلیل یافته‌ها، ابتدا کدها از متن استخراج و سپس مقوله‌ها شکل گرفتند. درنهایت، الگوی حکمرانی دیجیتالی آموزش‌وپرورش طراحی شد. برای اعتبار یافته‌های پژوهش از روش روایی توصیفی و تفسیری (فرایند ساخت‌یافته نگارش و ثبت یافته‌ها و ابزار حیاتی Glynn (2006)) و برای سنجش پایایی کدها، از روش توافق بین دو کدگذار استفاده و 48/81 محاسبه شد. نتایج حاکی از طراحی مدل در 13 مقوله برای حکمرانی دیجیتالی آموزش‌وپرورش شد که شامل رویکرد حکمرانی دیجیتالی، زیرساخت‌ها و فناوری‌های سخت دیجیتالی، پلتفرم‌ها و فناوری‌های نرم دیجیتالی، برنامه درسی و محتوایی دیجیتالی، کنشگران حکمرانی دیجیتالی و همچنین شایستگی‌های حکمرانی دیجیتالی، فرایندها و رویه‌های حکمرانی، خط‌مشی‌گذاری، هنجارها، قوانین و مقررات و تنظیم‌گری دیجیتالی، گره‌ها و نقاط اتصال عناصر و عوامل، پایش و نظارت دیجیتالی و درنهایت بافتار زمینه‌ای حکمرانی دیجیتالی آموزش‌وپرورش بوده است. می‌توان نتیجه گرفت حکمرانی به‌عنوان یک علم در ادغام با فناوری دیجیتال، حکمرانی دیجیتالی آموزش‌وپرورش را به‌عنوان راه‌حلی مناسب برای نظام مسائل کنونی آموزش‌وپرورش معرفی می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Providing a digital governance model of education: A meta synthesis study

نویسنده [English]

  • Ebrahim Mazari

Corresponding Author, Assistant Professor, Education Governance Dept, Faculty of Governance, University of Tehran, Tehran, Iran. E-mail: mazari.ebrahim@ut.ac.ir

چکیده [English]

This study aims to design a model for digital governance in education. The research employed a qualitative approach and, in terms of its objective, is foundational, utilizing the synthesis research method proposed by Sandelowski and Barroso (2007). The research corpus consisted of scientific documents (articles, theses, dissertations, books, and working reports) accessible in reliable domestic and international academic databases from 2015 to 2023. From these, 30 documents were selected through purposeful sampling for analysis. To analyze the data, codes were first extracted from the texts, and then categories were formed. Finally, a model for digital governance of education was developed. To ensure the validity of the findings, the descriptive and interpretive validity method (which involves a structured process of writing and recording findings and utilizing the vital tools outlined by Glynn, 2006) was employed. For assessing the reliability of the identified codes, the inter-coder agreement method was used, yielding a reliability coefficient of 81.48. The results led to the design of a model consisting of 13 categories for digital governance of education, including: the digital governance approach, digital hard technologies and infrastructures, digital platforms and soft technologies, digital curriculum and content, digital governance actors, digital governance competencies, governance processes and procedures, policymaking, norms, digital rules and regulations, digital regulation, nodes and connections between elements and agents, digital monitoring and supervision, and the contextual backdrop of digital governance of education. It can be concluded that governance, as a discipline integrated with digital technology, positions digital governance of education as a viable solution to the current challenges in the education system.

کلیدواژه‌ها [English]

  • Governance
  • Digital Governance
  • Education Governance
  • Education
  • Meta-Synthesis
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پژوهش های رهبری آموزشی
دوره 8، شماره 31
مهر 1403
صفحه 55-83
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هم رسانی
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