نوع مقاله : مقاله پژوهشی
نویسنده
گروه علوم تربیتی، دانشکده علوم انسانی حضرت نرجس، دانشگاه ولی عصر (عج)رفسنجان، رفسنجان. ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The present study aimed to identify and explain the dimensions, components, and indicators of artificial intelligence (AI) literacy among elementary school teachers. In today’s rapidly evolving educational landscape, emerging technologies—particularly artificial intelligence—are increasingly integrated into educational systems, making teachers’ ability to use these technologies effectively more crucial than ever. This research employed a qualitative approach using the inductive thematic analysis method. In this process, themes were derived from the collected data and gradually refined from initial codes to sub-themes and, ultimately, to main themes. Data were gathered through semi-structured interviews with 21 experts in the field of artificial intelligence in elementary education, and the analysis continued until theoretical saturation was achieved. For data analysis, the six-phase thematic analysis model proposed by Braun and Clarke (2006) was utilized. To ensure the trustworthiness and validity of the findings, multiple strategies were applied, including member checking, data and source triangulation, and peer debriefing. The findings revealed five main domains of AI literacy: fundamental knowledge of artificial intelligence, technical and practical skills, innovative educational approaches, ethics and regulations, and socio-cultural implications. These domains were organized into two overarching conceptual realms: reflective and transformative professional practice, and deliberate adherence to professional ethics and principles. The results indicate that a dynamic and reciprocal relationship between these two realms is essential for the effective and practical development of teachers’ AI literacy. The successful enhancement of AI literacy can only occur when teachers’ professional competencies in this area are simultaneously flexible, transformative, and ethically grounded. Together, these two realms illuminate the dual pathways of innovation and transformative professional thinking, as well as ethical awareness and conscious commitment to professional principles, necessary for the responsible and effective use of artificial intelligence in elementary education
کلیدواژهها [English]
)