ماکروارگونومی در آموزش عالی(با تاکید بر تدریس و آموزش)

هدف : هدف از این پژوهش شناسایی مولفه ها و روش های ماکرگونومی مورد استفاده در آموزش عالی در بررسی های انجام شده در این زمینه به روش سنتزپژوهی بود.روش:رویکرد روش شناختی در این پژوهش کیفی با استفاده از تحقیق ترکیبی و روش تحلیل محتوا بود. با مراجعه به مقالات معتبر و پایگاه های علمی، 43 مقاله در زمینه ماکررگونومی در آموزش عالی یافت شد که از بین آنها 27 مقاله به عنوان نمونهانتخاب شدند.یافته ها: یافته ها نشان داد که کدهای اصلی شناسایی شده در حوزه پژوهش های ماکروارگونومی در آموزش عالی )با تاکید بر تدریس و آموزش( شامل ماکروارگونومی یادگیری، ماکروارگونومی آموزشی، ماکروارگونومی و عوامل فردی و اجتماعی، ماکروارگونومی در طراحی و مدیریت سازمان، آموزش ماکروارگونومی، استانداردهای ماکرو ارگونومی و فارغ التحصیلی و ماکروارگونومی مکمل بود. اجرای اصول ماکروارگونومی در آموزش عالی منجر به پاسخگویی به همه ذینفعان، بهبود هماهنگی، در دسترس بودن و بهبود استفاده از منابع سازمانی، حفاظت از محیط زیست و منابع، ارتقای کیفیت، ارتقای سطح مهارت ها و دانش و ایجاد عدالت در آموزش می شود.

macroergonomics in higher education (with a emphasis on teaching and trainig)

ergonomics is a science designed to create equal opportunities by employing and optimizing scientific processes. it ensures that products, places, and procedures align with the physical, cognitive, cultural, and emotional capabilities and limitations of users.  it involves optimizing the interaction between humans and other elements of a system. ergonomic interventions can occur at three levels: micro, meso, and macro. macroergonomics, the broadest level, considers the entire system, including its social, organizational, and technical aspects. microergonomics is about a specific goal and mesoergonomics is an intermediate point of view that considers the relationships between people, organizations, and socio-technical systems. numerous studies have explored macroergonomics in various sectors, with a particular focus on the structural dimensions of systems. macroergonomics, with its systems-oriented approach, examines work analysis, productivity estimation, and tool design. it is implemented on a larger scale by integrating into broader environments such as organizations or institutions. a macroergonomic approach emphasizes organizational structure, human-organizational interaction, and motivational aspects of work. currently, in addition to students, all academic staff are facing challenges that create new demands on management. they are confronted with changes in their workplaces, job duties, and the student body. the simultaneous decrease in hiring and increase in the average age of staff and faculty have led to increased physical and psychological workloads, resulting in decreased capacity and productivity. a macroergonomic framework can address these issues by providing a structured approach to higher education reform. by identifying and describing the various components of a socio-technical educational system, such as social, organizational, technical, and external subsystems, we can improve teaching and learning efficiency. one of the hallmarks of a modern higher education institution is the extent to which it adheres to the principles and foundations of ergonomics. this leads to improved quality of teaching and learning and, in advanced countries, specific ergonomic standards have been designed and implemented. attention to educational ergonomics, as an action-oriented framework, improves teaching and learning processes by controlling and designing or redesigning factors that affect learners and instructors in higher education institutions. the use of macroergonomics leads to the synergization of systemic processes, meaning that by considering common technical and social factors, it can provide greater performance than what can be achieved through ergonomic intervention alone. the shift from first-generation to higher-generation universities has led to a transition from educational challenges to ergonomic challenges. ensuring the quality of higher education across all dimensions requires a long-term commitment to ergonomics. the aim of the present study is to identify the dimensions of macroergonomics in higher education (with an emphasis on teaching and learning) based on identified studies in this field, and to provide necessary guidelines for conducting more objective and interventional studies using a mixed (qualitative) synthesis research approach. this research is fundamentally applied, employing a qualitative approach and specifically a synthesis research method. the strategy used is a meta-synthesis approach, involving inductive content analysis followed by meta-synthesis of the analyses. the population of the study includes research conducted in the field of ergonomics in higher education.in this research, studies in this field were used as the population and sample. an initial search yielded 43 relevant articles on macroergonomics in higher education from various persian and english databases.