نشریه مطالعات دانش پژوهی

تکنواسترس: چالشی نوظهور در عصر یادگیری هوش مصنوعی در میان اعضای هیئت علمی دانشگاه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 استاد، گروه آموزش علوم تربیتی، دانشگاه تبریز

چکیده

هدف: پیشرفت‌های سریع فناوری‌های مبتنی بر هوش مصنوعی در آموزش عالی، ضمن ایجاد فرصت‌های نوین، چالش‌هایی همچون تکنواسترس را برای اساتید دانشگاه به همراه داشته است. هدف این پژوهش، بررسی کیفی تجربه اساتید دانشگاه از تکنواسترس در عصر هوش مصنوعی است.
روش‌شناسی‌: پژوهش حاضر از نوع کیفی و با رویکرد پدیدارشناسی تفسیری انجام شد. شرکت‌کنندگان شامل 21 استاد از دانشگاه‌های تبریز و دانشگاه فرهنگیان تبریز بودند که با روش نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق مصاحبه نیمه ساختاریافته جمع‌آوری و با روش هفت مرحله ای کلایزی تحلیل گردید. اعتبار یافته‌ها با استفاده از شاخص‌های قابلیت اعتبار، انتقال‌پذیری، اعتمادپذیری و تأییدپذیری صورت گرفت.
یافته‌ها: تحلیل داده‌ها چهار تم اصلی شامل عوامل زمینه‌ساز تکنواسترس (ابعاد فردی-روانشناختی، آموزشی-سازمانی، ماهیت فناوری و هنجارهای محیطی-اجتماعی)؛ پیامدها و تبعات (تضعیف عملکرد آموزشی-پژوهشی، تهدید کیفیت زندگی حرفه‌ای و چالش‌های روان‌شناختی)؛ رشد حرفه‌ای و سازگاری اساتید در مواجهه با تکنواسترس (نوآوری در تدریس، توسعه مهارت‌های دیجیتال، بهبود فرصت‌های پژوهشی و افزایش انعطاف‌پذیری) و راهبردهای مقابله‌ای  (راهبردهای فردی، حمایت سازمانی و سیاست‌گذاری‌ و برنامه‌ریزی) را آشکار ساخت.
نتایج: علیرغم دیدگاه‌های متفاوت درباره ماهیت مثبت یا منفی تکنو استرس، این پدیده می‌تواند بر سلامت روان، کیفیت زندگی حرفه‌ای و بهره‌وری علمی اعضای هیئت علمی اثرگذار باشد. و علاوه بر پیامدهای منفی، فرصتی برای رشد حرفه‌ای، نوآوری آموزشی و توسعه مهارت‌های دیجیتال نیز فراهم می‌کند.
اصالت و ارزش: این مطالعه به درک عمیق‌تری از تعامل میان فناوری‌های نوظهور، محیط‌های سازمانی و رفاه اعضای هیئت علمی کمک می‌کند. راهبردهای عملی برای توانمندسازی اعضای هیئت علمی و طراحی محیط‌های یادگیری دیجیتال حمایتی ارائه می‌دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Technostress: An Emerging Challenge in the Age of Artificial Intelligence–Based Learning among University Faculty

نویسندگان [English]

  • samaneh moradi Toranche 1
  • Yousef Adib 2
  • Zhila kardan halvaee 1

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Professor, Department of Educational Sciences, University of Tabriz

چکیده [English]

Purpose: The rapid integration of artificial intelligence (AI) technologies in higher education offers significant opportunities but also introduces technostress among university faculty. This study qualitatively explores faculty members’ lived experiences of technostress in the context of AI-based learning environments.
Methodology: This qualitative study employed an interpretive phenomenological approach. Twenty-one faculty members from the University of Tabriz and Farhangian University of Tabriz were purposefully selected. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The trustworthiness of the findings was ensured through the criteria of credibility, transferability, dependability, and confirmability.
Findlings: The data analysis revealed four main themes: (1) antecedents of technostress (individual–psychological factors, educational–organizational conditions, the nature of technology, and environmental–social norms); (2) consequences and impacts (weakened teaching–research performance, threats to professional quality of life, and psychological challenges); (3) professional growth and adaptation of faculty in the face of technostress (teaching innovation, development of digital skills, enhanced research opportunities, and increased flexibility); and (4) confronting strategies (individual strategies, organizational support, and policy and planning measures).
Conclusion: Despite differing views on the positive or negative nature of technostress, this phenomenon can influence faculty members’ mental health, professional quality of life, and academic productivity. At the same time, beyond its negative effects, it may also provide opportunities for professional growth, instructional innovation, and the development of digital skills.
Value: This study contributes to a deeper understanding of the interplay between emerging technologies, organizational environments, and faculty well-being, offering practical strategies to empower faculty members and inform the design of more supportive digital learning environments.

کلیدواژه‌ها [English]

  • Technostress
  • Artificial Intelligence
  • University Faculty
  • Higher Education
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نشریه مطالعات دانش پژوهی
دوره 5، شماره 2 - شماره پیاپی 16
تیر 1405
صفحه 103-119
فایل ها
هم رسانی
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