علوم تربیتی

نقش شایستگی‌های دیجیتالی معلمان دوره ابتدایی در گرایش به یادگیری مداوم و تمایل به تدریس نوآورانه

10.22055/edus.2025.48832.3715
دوره 33، شماره 1
فروردین 1405
صفحه 123-140
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

رعنا آرا 1
قدرت اله خلیفه 2
فریبا خوشبخت 3

1 کارشناسی ارشد آموزش و پرورش ابتدایی، بخش مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

2 استادیار بخش مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

3 دانشیار بخش مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

چکیده
این پژوهش با هدف بررسی نقش شایستگی‌های دیجیتال در گرایش به یادگیری مداوم و تمایل به تدریس نوآورانه در معلمان دوره ابتدایی ناحیه یک شیراز انجام شد. پژوهش حاضر از رویکرد این پژوهش با هدف بررسی نقش شایستگی‌های دیجیتال در گرایش به یادگیری مداوم و تمایل به تدریس نوآورانه در معلمان دوره ابتدایی ناحیه یک شیراز انجام شد. پژوهش حاضر از رویکرد کمّی با طراحی توصیفی- همبستگی استفاده کرده است. جامعه آماری شامل تمامی معلمان دوره ابتدایی شیراز در سال تحصیلی 1403-1402 بوده است. نمونه آماری شامل 290 نفر از معلمان زن و مرد شاغل در مدارس ناحیه یک شیراز بود که به‌صورت تصادفی طبقه‌ای نسبتی انتخاب شدند. برای ارزیابی متغیرهای پژوهش از پرسشنامه شایستگی دیجیتال Wang et al. ، مقیاس گرایش به یادگیری مداوم Erdogan and Arsal ، و پرسشنامه محقق‌ساخته تمایل به تدریس نوآورانه استفاده شد. داده‌ها با استفاده از آزمون‌های همبستگی و رگرسیون خطی با نرم‌افزار آماری SPSS نسخه 24 تحلیل شدند. یافته‌ها نشان داد که شایستگی‌های دیجیتال به‌طور معنی‌داری گرایش به یادگیری مداوم و تمایل به تدریس نوآورانه را در معلمان دوره ابتدایی پیش‌بینی کرده است. این یافته‌ها نشان می‌دهند که تقویت مهارت‌های دیجیتال باید در سیاست‌های آموزشی و برنامه‌های توسعه حرفه‌ای معلمان در اولویت قرار گیرد تا به‌طور مؤثرتری کیفیت تدریس و یادگیری بهبود یابد.

کلیدواژه‌ها

تدریس نوآورانه
شایستگی‌های دیجیتالی
گرایش به یادگیری مداوم

عنوان مقاله English

The Role of Digital Competencies of Elementary School Teachers in the Inclination Toward Lifelong Learning and the Desire for Innovative Teaching

نویسندگان English

Raana Ara 1
ghodratollah khalifeh 2
Fariba Khoshbakht 3
1 Master's Degree in Elementary Education, Department of Foundations of Education, Shiraz University, Shiraz, Iran.
2 Assistant Professor, Department of Foundations of Education, Shiraz University, Shiraz, Iran.
3 Associate Professor, Department of Foundations of Education, Shiraz University, Shiraz, Iran.
چکیده English

Teachers’ digital competencies are essential for effective teaching and sustainable professional development in contemporary education. As digital technologies become increasingly integrated into education, teachers’ ability to use them effectively may influence lifelong learning and innovative teaching practices. This study examined the predictive role of teachers’ digital competencies in lifelong learning and innovative teaching orientation among elementary school teachers in Shiraz. Using a quantitative descriptive-correlational design, 290 teachers were selected through proportionate stratified random sampling during the 2023–2024 academic year. Data were collected through three standardized instruments measuring digital competencies, lifelong learning orientation, and innovative teaching orientation. Descriptive statistics, Pearson’s correlation, and multiple linear regression were used for data analysis. The findings indicated that teachers’ digital competencies significantly predicted both lifelong learning orientation and innovative teaching practices. Teachers with higher digital competencies showed greater readiness for continuous professional learning and instructional innovation. These findings highlight digital competence as a key professional resource beyond technical skills, supporting teachers’ development and instructional improvement. Educational policymakers and school administrators should prioritize professional development programs to enhance teachers’ digital competencies, foster lifelong learning, and promote pedagogical innovation

کلیدواژه‌ها English

  • Innovative Teaching
  • Digital Competencies
  • Inclination Toward Lifelong Learning
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