ضرورت بازاندیشی در مفروضات سیاست‌گذاری در مسیر تحول‌دیجیتال آموزش‌عالی

نوع مقاله : مستخرج از پایاننامه

نویسندگان

1 دانشجوی رشته دکتری اموزش عالی در دانشگاه شهید بهشتی تهران

2 عضو هیات علمی دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی

3 3- دانشیارگروه اموزشی آموزشی رهبری و سرمایه انسانی دانشکده مدیریت دولتی و علوم سازمانی دانشگاه تهران، تهران، ایران. رایانامه: hryazdani@ut.ac.ir

4 4- دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی تهران ، تهران، ایران. رایانامه: farnoosh_al@yahoo.com

10.22034/jeds.2025.68851.1896

چکیده

هدف پژوهش: تحول گسترده‌ای که فناوری‌های دیجیتال در جهان امروز ایجاد نموده،آموزش عالی را درمعرض یکی از عمیق‌ترین و پیچیده‌ترین تحولات تاریخ خود قرارداده است، مفروضات سنتی حاکم بر سیاست‌گذاری در این حوزه دیگر پاسخ‌گوی الزامات دیجیتالی شدن آموزش عالی نمی باشد بازنگری در این مفروضات از ایجاد گسست میان سیاست‌های تدوین‌شده و واقعیت‌های دیجیتال شده و مقاومت‌نهادی در برابرتغییرجلوگیری‌می‌کند،فضای‌دیجیتال باایجاد دگرگونی درسازوکارهای یاددهی/یادگیری، شیوه‌های ارتباط دانشگاه با جامعه و باز تعریف مفاهیمی چون کلاس‌درس،معلم، آموزش ودانشگاه،سیاست‌گذاری برای آموزش‌عالی رابا ضرورت بازاندیشی و بازطراحی مواجه ساخته است،هدف این پژوهش، بررسی و بازنگری مفروضات حاکم بر سیاستگذاری عمومی‌در حوزه تحول‌دیجیتال درآموزش‌عالی است.
روش پژوهش: این پژوهش با رویکرد کیفی و از طریق تحلیل نظام‌مند بیش از 50سند سیاستی و مقاله پژوهشی و گزارش‌‌رسمی، همراه باجستجوی هدفمند در پایگاه‌های علمی بین‌المللی مانند Scopus، Web of Science و Google Scholar وتمرکزبر تجربه‌های سیاست‌گذاری کشورهای پیشرو در زمینه تحول‌دیجیتال آموزش‌عالی، انجام شده است.داده ها با استفاده از روش تحلیل مضمون مورد بررسی قرار گرفتند.
یافته‌ها: یافته‌ها در پنج محور اصلی طبقه‌بندی شد: (۱) بازنگری در مفروضات، شامل عبور از نگرش ایستا و سلسله‌مراتبی و توجه به نوآوری، تنوع فرهنگی، چندوجهی بودن و پویایی بین‌المللی؛ (۲) تحلیل زمینه دیجیتال، با تأکید بر ناپایداری، انعطاف‌پذیری، سرعت تغییر، چابکی و آینده‌نگری؛ (۳) مشارکت فعال ذی‌نفعان از طریق تعامل مستمر، عدالت، شفافیت و پاسخگویی؛ (۴) طراحی انعطاف‌پذیر مبتنی بر یکپارچگی، همسویی، استانداردسازی و نظارت؛ و (۵) ایجاد چرخه‌های بازخورد مستمر، شامل یادگیری دائمی، خودتصحیح‌گری و پایش مستمر آثار سیاست‌ها.
نتیجه‌گیری: نتایج نشان می‌دهد بازتعریف و بازنگری در مفروضات سنتی سیاست‌گذاری آموزش‌عالی در مسیر تحول‌دیجیتال، امکان انطباق بهتر با تغییرات سریع فناوری و ارائه راهبردهای متناسب با آن را فراهم می‌سازد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Necessity of Rethinking Policy Assumptions in Digital transformation of Higher Education

نویسندگان [English]

  • shirin rajabibazl 1
  • abasalt khorasani 2
  • hamidreza yazdani 3
  • farnoosh alami 4
1 PhD student in Higher Education at Shahid Beheshti University, Tehran
2 Faculty member, Faculty of Educational Sciences and Psychology, Shahid Beheshti University
3 Faculty Member, Department of Educational Leadership and Human Capital, Faculty of Public Administration and Organizational Sciences, University of Tehran, Tehran, Iran.Email: hryazdani@ut.ac.ir
4 Faculty Member, Department of Educational Sciences and Psychology, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.Email: farnoosh_al@yahoo.com
چکیده [English]

Introduction: The digital environment has profoundly reshaped teaching and learning mechanisms, redefined the relationship between universities and society, and transformed fundamental concepts such as classrooms, teachers, and education itself. These transformative changes have created an urgent need to critically reconsider and comprehensively redesign higher education policy. The purpose of this study is to critically examine, analyze, and rethink the underlying assumptions informing public policymaking for the digital transformation of higher education.

Methodology: Adopting a qualitative approach, the research systematically analyzed more than 50 policy documents, scholarly articles, and official reports, combined with targeted searches in international databases such as Scopus, Web of Science, and Google Scholar. Special attention was given to the policy experiences of leading countries in the field of higher education digitalization. The data were examined and interpreted using thematic analysis, ensuring an in-depth understanding of recurring patterns and emerging themes.

Results: The findings were organized into five major dimensions: (1) reassessing policy assumptions by moving beyond static and hierarchical views while emphasizing innovation, cultural diversity, multidimensionality, and international dynamism; (2) analyzing the digital context with a focus on volatility, flexibility, speed of change, agility, and future-oriented perspectives; (3) strengthening stakeholder engagement through continuous interaction, justice, transparency, and accountability; (4) designing flexible policies characterized by integration, alignment, standardization, and monitoring; and (5) establishing continuous feedback loops to enable lifelong learning, self-correction, and systematic evaluation of policy impacts.

Conclusions: The study concludes that redefining and rethinking traditional policy assumptions in higher education is essential to align with the rapid pace of technological change and to develop strategies that are adaptive, resilient, contextually relevant, and capable of addressing emerging challenges in the digital era.

کلیدواژه‌ها [English]

  • : Policy assumptions
  • digitalization
  • digital transformation
  • higher education
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