نوع مقاله : مقاله پژوهشی
نویسنده
دانشجوی دکتری تخصصی علوم ارتباطات، دانشکده فرهنگ و ارتباطات، دانشگاه بینالمللی سوره، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
This study aimed to explain the opportunities and challenges of artificial intelligence (AI) in the professional development of upper secondary school teachers. The research was conducted using a qualitative approach and thematic analysis method. Participants included upper secondary school teachers in Karaj, Iran, during the 2024–2025 academic year. Data were collected through 24 face-to-face semi-structured interviews using purposive sampling with maximum variation and continued until thematic saturation was achieved. Interviews were audio-recorded with informed consent, transcribed verbatim, and analyzed iteratively alongside data collection. Final themes were organized at three levels: individual, school-organizational, and policy. Trustworthiness was enhanced through peer review of coding and limited member checking. Findings showed that, at the individual level, AI supported lesson planning, formative assessment, self-directed professional learning, and educational writing improvement. At the school-organizational level, managerial support, infrastructure, collaborative learning culture, and clear implementation guidelines enhanced the quality and safety of AI use, whereas their absence increased caution and uncertainty. At the policy level, the lack of official guidelines and shared standards for quality evaluation and data protection contributed to inconsistent and uncertain practices. Major challenges included concerns about content accuracy, quality control workload, academic integrity, privacy, unclear regulations, and unequal access. The findings suggest that effective AI-based professional development requires problem-oriented training, transparent quality evaluation criteria, ethical and data protection guidelines, and school-based mechanisms for peer learning and managerial support.
کلیدواژهها [English]
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