نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد تحقیقات آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
2 دانشیار سنجش آموزش، گروه روشها و برنامهریزی آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study aimed to explore graduate students’ lived experiences of using artificial intelligence as a thinking partner and its relationship with the development of analytical skills, by examining the meanings underlying different dimensions of this phenomenon. It employed a qualitative approach and a descriptive phenomenological method, and the research setting included M.A. students from the Faculty of Psychology and Education at the University of Tehran. Criterion-based purposive sampling was used; data saturation was achieved after the 12th interview, and a total of 15 students were interviewed. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The findings show that AI plays a dual and paradoxical role in the learning process: on the one hand, from students’ perspectives, it functions as a research assistant for knowledge management and as a catalyst for strategic thinking and analytical patterning, thereby facilitating the optimization of research activities and cognitive organization; on the other hand, it confronts students with serious challenges such as intellectual laziness, loss of agency, lack of depth and creativity, and the risk of technology addiction, which may lead to the erosion of cognitive autonomy. In response to these challenges, students employ active and critical strategies—such as strengthening prompt-writing skills, conducting multi-stage validation, and adopting a controlled and active engagement approach—to monitor the quality and credibility of outputs. This study indicates that AI’s role as a “thinking partner” becomes conducive to analytical growth when the interaction is not mere cognitive offloading, but rather operates as guided dialogue, comparative evaluation, and reflection, while keeping responsibility for final analysis with the student. Ultimately, the findings emphasize the need to rethink the educational ecosystem and the role of instructors as guides rather than restrictors, so that AI’s potential can be harnessed responsibly and constructively to cultivate independent thinkers.
کلیدواژهها [English]
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