تبیین چالش‌ها و فرصت‌های هوش مصنوعی در آموزش عالی از دیدگاه اساتید و دانشجویان

هدف: این پژوهش به تبیین چالش‌ها و فرصت‌های هوش مصنوعی در آموزش عالی از دیدگاه اساتید و دانشجویان می‌پردازد. روش تحقیق: این پژوهش با استفاده از روش کیفی و پارادایم تفسیرگرایی انجام شد. برای بررسی تجارب زیسته اساتید و دانشجویان دانشگاه تهران از روش پدیدارشناسی بهره گرفته شد. نمونه‌گیری به شیوه هدفمند و ملاکی و معیار اشباع نظری انجام شد. داده‌ها از طریق مصاحبه نیمه‌ساختاریافته گردآوری و با استفاده از روش تحلیل تماتیک الو و کینگاس (2020) در سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی تحلیل شدند. یافته‌های پژوهش: نتایج نشان داد که چالش‌ها و مشکلات هوش مصنوعی در آموزش و یادگیری شامل کاهش فرصت‌های یادگیری، عدم سواد کافی و افزایش نابرابری بین افراد است. مزایا و فرصت‌های هوش مصنوعی شامل بهبود یادگیری فراگیران، دستیار پژوهشی و بهبود کیفیت آموزش و تدریس می‌باشد. همچنین، ایده‌های کاربردی برای استفاده از هوش مصنوعی در آموزش و یادگیری شامل ادغام هوش مصنوعی در کوریکولوم آموزشی، ایجاد زیرساخت‌های لازم برای ورود هوش مصنوعی و فرهنگ‌سازی و آموزش هوش مصنوعی است. این نتایج در سه نمودار تحت عنوان چالش‌ها و مشکلات، مزایا و فرصت‌ها، و ایده‌های کاربردی ترسیم گردید. نتیجه‌گیری: برای بهره‌برداری بهینه از هوش مصنوعی در آموزش عالی، لازم است که به چالش‌ها توجه شود و راهکارهای مناسبی برای مقابله با آن‌ها ارائه شود. توسعه زیرساخت‌های فنی مناسب، توجه به مسائل اخلاقی و حریم خصوصی، تشویق به پذیرش فناوری‌های جدید و افزایش تعاملات انسانی، و افزایش سواد دیجیتال از جمله راهکارهای پیشنهادی است.

explaining the challenges and opportunities of artificial intelligence in higher education from the point of view of professors and students

higher education is fundamentally related to advances in innovative technologies and high computing capacities of intelligent machines (bayne, 2008). and artificial intelligence is a booming technology field that can change every aspect of our social interactions (barakina et al., 2021). in education, artificial intelligence has begun to produce new teaching and learning solutions that are now being tested in various fields (pedro et al.). artificial intelligence (ai) refers to the ability of a digital machine to perform tasks normally associated with intelligent beings (tkf, 2021). and basically the term artificial intelligence, which was created by john mccarthy in 1955, is defined as a machine with intelligent behavior such as perception, reasoning, learning or communication and the ability to perform human tasks (chang et al., 2021). therefore, its explosive growth increasingly changes the ways of interaction, communication, life, learning and work of people (pedro et al, 2020). also, artificial intelligence (ai) is defined as a computer system capable of performing certain tasks that were traditionally performed by humans. these systems can include capabilities such as speech recognition, vision, and intelligent behaviors. in the field of education, there are various theories about the use of artificial intelligence that examine its effects on teaching and learning. one of these theories was presented by zouhaier slimi in 2023, who examined the impact of artificial intelligence on higher education and its effects on teaching and learning, assessment, ethics, required skills, and career prospects. also, helen crompton and diane burke in 2023 presented a systematic review of artificial intelligence in higher education from 2016 to 2022, exploring new trends and different uses of artificial intelligence in the field. another article entitled ethical artificial intelligence for teaching-learning in higher education by mohammed airaj in 2024 examines the ethical aspects of artificial intelligence in higher education and its effects on teaching and learning. these theories suggest that artificial intelligence can significantly reduce the workload of teachers, personalize learning for students, revolutionize assessments, and develop intelligent educational systems. also, the ethical dimensions of artificial intelligence and the possible effects of the covid-19 pandemic on the future of research and applications of artificial intelligence in education have also been examined.for this reason, artificial intelligence has attracted the attention of researchers in the field of education and they believe that one of the main goals that ai will pursue is to assist in personal learning or support students based on their learning status, preferences or personal characteristics (hwang , 2014). therefore, the use of artificial intelligence in education (aied) has created new opportunities for designing constructive learning activities and developing programs or more technologically advanced learning environments (kay, 2012). in addition, artificial intelligence technology and big data are combined for deep mining and analysis of educational data, it can also promote teaching reform and improve teaching quality (pannu, 2015). artificial intelligence promotes the development of adaptive learning, and strives to incorpoate all aspects of testing, teaching, learning, and practice into an adaptive learning system to facilitate student learning (wang, 2021). also, in addition to the opportunities that artificial intelligence will create in education, it can also lead to challenges, including the implementation of related activities or systems for most researchers and specialists in the fields of computers and education is still a challenge (hwang et al., 2020).