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ادراک صاحبنظران از برنامه درسی تربیت شهروندی دیجیتال دانشجومعلمان دانشگاه فرهنگیان | ||
| مطالعات بین رشته ای در آموزش | ||
| دوره 5، شماره 2 - شماره پیاپی 15، تیر 1405 اصل مقاله (523.8 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.20177.1393 | ||
| نویسندگان | ||
| حمیدرضا اطهری نیا* 1؛ محمدعلی رستمی نژاد2؛ خیرالنساء رمضان زاده3؛ حسین اسکندری4 | ||
| 1دانش آموخته دکتری برنامهریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران | ||
| 2دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران | ||
| 3استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران. | ||
| 4دانشیار، گروه مشاوره و علوم تربیتی، دانشکده علوم انسانی، دانشگاه بجنورد، بجنورد، ایران | ||
| چکیده | ||
| پیشینه و هدف: با گسترش روزافزون فناوریهای دیجیتال، بازاندیشی در مأموریتهای نظام تربیت معلم برای پرورش معلمان به عنوان شهروندانی آگاه، مسئول و مشارکتجو ضرورتی انکارناپذیر است. هدف از پژوهش حاضر، شناسایی ادراک صاحبنظران از ابعاد گوناگون برنامهدرسی تربیت شهروندی دیجیتال دانشجومعلمان دانشگاه فرهنگیان بود. روش: این پژوهش با رویکرد کیفی و با بهرهگیری از روش تحلیل مضمون انجام شد. مشارکتکنندگان شامل چهارده نفر از متخصصان حوزههای برنامهریزی درسی، تکنولوژی آموزشی و فلسفه تعلیم و تربیت بودند که با استفاده از روش نمونهگیری هدفمند از نوع نظری انتخاب شدند. دادهها از طریق مصاحبه نیمهساختیافته گردآوری و سپس تحلیل شدند. یافتهها: تحلیل دادهها به استخراج چهار مضمون اصلی و بیستویک مضمون فرعی انجامید. مضامین اصلی شامل مفهوم شهروندی دیجیتال، ضرورت تربیت شهروندی دیجیتال، پیشنیازهای تحقق برنامهدرسی و عناصر برنامهدرسی تربیت شهروندی دیجیتال بودند. نتیجهگیری: نتایج پژوهش بیانگر آن است که برنامهدرسی اثربخش در این حوزه مستلزم توجه به مؤلفههایی نظیرتوانمندسازی اساتید، پرورش بینش انتقادی و مسئولیتپذیری اخلاقی در دانشجومعلمان، بومیسازی محتوا، بهرهگیری از روشهای فعال، تعاملی و فناورانه یاددهی-یادگیری و استفاده از ارزشیابیهای عملکردی، فرایندی و موقعیتمحور است. این یافتهها میتواند به سیاستگذاران، برنامهریزان درسی و اساتید دانشگاه فرهنگیان در طراحی یک برنامهدرسی جامع، آیندهنگر، تحولمحور و متناسب با اقتضائات پیچیده زیست جهان دیجیتال برای تربیت شهروندانی آگاه، مسئول، منتقد و مشارکتجو کمک نماید. | ||
| کلیدواژهها | ||
| برنامهدرسی؛ تربیت شهروندی دیجیتال؛ ادراک؛ فناوری؛ دانشجومعلمان؛ دانشگاه فرهنگیان | ||
| عنوان مقاله [English] | ||
| Experts’ Perceptions of the Digital Citizenship Education Curriculum at Farhangian University | ||
| نویسندگان [English] | ||
| HamidReza Athari neya1؛ Mohammadali Rostaminezhad2؛ Khaironnesa Ramazanzade3؛ Hossein Eskandari4 | ||
| 1Department of Educational Sciences, Faculty of Education and Psychology, University of Birjand, Birjand, Iran | ||
| 2Department of Educational Sciences, Faculty of Education and Psychology, University of Birjand, Birjand, Iran | ||
| 3Department of Educational Sciences, Faculty of Education and Psychology, University of Birjand, Birjand, Iran. | ||
| 4Department of Counseling and Educational Sciences, Faculty of Human Sciences, University of Bojnord, Bojnord, Iran | ||
| چکیده [English] | ||
| Introduction: The rapid expansion of digital technologies has fundamentally transformed contemporary societies and reshaped the concept of citizenship beyond its traditional boundaries. As individuals increasingly engage with digital environments for communication, learning, participation, and professional activities, the notion of digital citizenship has emerged as a critical educational concern. Digital citizenship encompasses not only the technical ability to use digital technologies but also the knowledge, skills, values, responsibilities, ethical considerations, and critical awareness required for effective and responsible participation in digital societies. In educational contexts, teachers play a pivotal role in fostering these competencies among future generations. Consequently, preparing student teachers to become competent digital citizens has become a strategic priority for teacher education institutions worldwide. Methods and Data: This study employed a qualitative research approach using thematic analysis. The research participants consisted of experts in curriculum studies, educational technology, educational planning, and philosophy of education who possessed substantial academic and professional experience related to digital citizenship and teacher education. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Data were gathered through semi-structured interviews designed on the basis of previous literature and the objectives of the study. Fourteen experts participated in the interviews, representing diverse academic backgrounds and professional experiences. Data analysis was conducted using Attride-Stirling’s thematic analysis framework. The analytical process involved repeated reading of interview transcripts, identification of meaningful units, generation of initial codes, clustering of related codes into organizing themes, and abstraction of overarching themes. To ensure the trustworthiness of the findings, Lincoln and Guba’s criteria were applied. Findings: Analysis of the interview data resulted in the identification of four major themes: (1) the concept of digital citizenship, (2) the necessity of digital citizenship education, (3) prerequisites for a digital citizenship curriculum, and (4) curriculum elements of digital citizenship education. Regarding the concept of digital citizenship, participants emphasized that digital citizenship extends beyond mere access to or use of digital technologies. According to the experts, a digital citizen is an individual who possesses the knowledge, skills, attitudes, ethical commitments, and responsibilities necessary for effective participation in digital environments. Digital citizenship was described as a multidimensional construct encompassing digital literacy, digital ethics, digital responsibility, digital participation, digital security, and critical engagement with digital media. The necessity of digital citizenship education emerged as a highly significant theme. Participants stressed that student teachers must develop digital competencies to meet the demands of twenty-first-century education. Several reasons were identified, including the need for technological proficiency, the central role of teachers in educational processes, effective integration of technology into teaching practices, preparation of students for digital societies, promotion of healthy digital culture, and teachers’ role-modeling function. Experts argued that future teachers should not only be capable users of technology but also responsible guides who can support students in navigating digital opportunities and challenges. The third major theme concerned the prerequisites for implementing a digital citizenship curriculum. Participants highlighted the need for policy reform and shifts in educational attitudes toward digital learning and technology integration. They emphasized that current educational systems often remain dominated by traditional approaches characterized by textbook-centeredness, memorization, and examination-oriented practices. Additional prerequisites included improving technological infrastructure, providing adequate hardware and software resources, ensuring access to high-quality digital platforms, employing digitally competent faculty members, and creating opportunities for interaction and collaboration among student teachers both nationally and internationally. The fourth theme focused on curriculum elements. Concerning curriculum objectives, experts proposed developing student teachers’ digital knowledge, skills, attitudes, and ethical dispositions. Objectives should be comprehensive, future-oriented, flexible, and responsive to rapid technological change. Regarding curriculum content, participants recommended incorporating topics such as digital literacy, digital rights and responsibilities, digital ethics, cybersecurity, media literacy, digital communication, digital economy, critical thinking, and emerging technologies such as artificial intelligence. Content should be current, practical, contextually relevant, and adaptable to learners’ needs. In relation to teaching and learning strategies, experts favored active, student-centered, technology-enhanced approaches. Recommended methods included problem-based learning, project-based learning, collaborative learning, simulations, role-playing activities, inquiry-based learning, and constructivist instructional approaches. These methods were considered particularly effective in fostering authentic learning experiences and developing practical digital citizenship competencies. Finally, assessment practices should move beyond traditional paper-and-pencil examinations toward authentic, performance-based, and process-oriented assessment methods. Experts emphasized evaluating learners’ participation, collaboration, ethical decision-making, digital behaviors, practical projects, and real-world applications of digital citizenship skills. Assessment should reflect students’ ability to function responsibly and effectively within actual digital environments. Discussion and Conclusion: The findings indicate that digital citizenship education for student teachers requires a comprehensive and multidimensional curriculum framework that addresses cognitive, behavioral, ethical, social, and technological dimensions simultaneously. Experts viewed digital citizenship not merely as technological competence but as a holistic educational endeavor aimed at cultivating responsible, critical, ethical, and participatory citizens capable of thriving in digital societies. The study further demonstrates that successful implementation of a digital citizenship curriculum depends on systemic changes extending beyond curriculum content itself. Policy reforms, institutional support, technological infrastructure, faculty development, and cultural readiness are all essential prerequisites. Moreover, the proposed curriculum framework emphasizes future-oriented objectives, dynamic and evolving content, active pedagogical approaches, and authentic assessment practices that align with the complex realities of contemporary digital environments. Overall, the findings contribute to the growing body of knowledge on digital citizenship education by providing a contextually grounded framework for curriculum development in teacher education. They suggest that preparing future teachers for digital citizenship requires moving beyond narrow technological training toward a broader educational vision that integrates ethical responsibility, critical awareness, social participation, and lifelong adaptability. | ||
| کلیدواژهها [English] | ||
| Curriculum, Digital Citizenship Education, Perceptions, Technology, Pre-service teachers, Farhangian University | ||
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