علوم تربیتی

ارزیابی شایستگی‌های دیجیتال دبیران درس تفکر و سواد رسانه‌ای بر اساس چارچوب شایستگی دیجیتال معلمان مرکز علمی اتحادیه اروپا

10.22055/edus.2025.49374.3742
دوره 33، شماره 1
فروردین 1405
صفحه 19-32
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

مهراب رستمی 1
سولماز نورآبادی 2

1 کارشناس ارشد رشته برنامه ریزی درسی، گروه علوم تربیتی، دانشگاه شاهد، تهران، ایران

2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران.

چکیده
تحول دیجیتال، معلمان را ملزم می‌کند تا شایستگی‌های خود را برای مدیریت مؤثر محیط‌های تدریس و یادگیری که به طور فزاینده‌ای پیچیده و پویا هستند، ارتقاء دهند. این پژوهش که در چارچوب شایستگی دیجیتال معلمان اتحادیه اروپا انجام شده است، به بررسی شایستگی‌های دیجیتال معلمان پایه دهم درس تفکر و سواد رسانه‌ای در شش حوزه مشارکت حرفه‌ای، منابع دیجیتال، آموزش و یادگیری، ارزیابی، توانمندسازی فراگیران و تسهیل شایستگی دیجیتالی فراگیران پرداخته است. در این پژوهش از روش توصیفی - پیمایشی استفاده شد. جامعه آماری شامل 570 دبیر درس تفکر و سواد رسانه‌ای در منطقه 5 تهران بود که از میان آن‌ها 231 نفر بر اساس جدول مورگان به‌طور تصادفی ساده انتخاب شدند. ابزار گردآوری داده‌ها پرسشنامه محقق‌ساخته بود که روایی صوری و محتوایی آن توسط متخصصان برنامه درسی دانشگاه‌های تهران تأیید شد. پایایی این پرسشنامه نیز با استفاده از ضریب آلفای کرونباخ (0.95) تأیید شد. یافته‌ها نشان داد که معلمان در 7 شایستگی از 22 شایستگی دیجیتال شامل همکاری حرفه‌ای، مدیریت منابع دیجیتال و تولید محتوای دیجیتال در سطح کاوشگر قرار دارند که نشان‌دهنده نیاز به توسعه بیشتر است. در سایر شایستگی‌ها، آن‌ها در سطح یکپارچه‌ساز قرار گرفتند. علاوه بر این، معلمان در حوزه ارزیابی در سطح کاوشگر دسته‌بندی شدند، در حالی که در پنج حوزه دیگر در سطح یکپارچه‌ساز قرار داشتند. به‌طور کلی، یافته‌ها نشان می‌دهد که اگرچه معلمان از یک سطح پایه‌ای از مهارت‌ها و دانش دیجیتال برخوردارند، اما برای بهره‌گیری مؤثرتر از فناوری‌های دیجیتال در تدریس و یادگیری، نیاز به پیشرفت به سطوح کارشناس و پیشگام دارند. این امر ضرورت برنامه‌های توسعه حرفه‌ای هدفمند را برای بهبود شایستگی‌های دیجیتال در ارزیابی و سایر حوزه‌های کلیدی آموزشی برجسته می‌سازد.

کلیدواژه‌ها

شایستگی
شایستگی‌های دیجیتال
دبیران
تفکر و سواد رسانه‌ای

عنوان مقاله English

Evaluation of Digital Competencies of Teachers in Media Literacy and Critical Thinking Lesson based on European Union Science Centre’s Digital Competence Framework for Teachers

نویسندگان English

Mehrab Rostami 1
Soolmaz Nourabadi 2
1 M.A. in Curriculum, Department of Educational Sciences, Shahed University, Tehran, Iran
2 Associate Professor, Department of Educational Sciences, Shahed University, Tehran. Iran.
چکیده English

Digital transformation has reshaped educational systems, requiring advanced digital competencies among teachers to manage technology-enhanced learning environments. Using the European Framework for the Digital Competence of Educators (DigCompEdu), this study examined tenth-grade Thinking and Media Literacy teachers’ digital competencies across six domains: professional engagement, digital resources, teaching and learning, assessment, learner empowerment, and facilitating learners’ digital competence. A descriptive-survey design was employed. The population included 570 teachers in Tehran’s District 5; 231 were selected by simple random sampling. Data were collected using a researcher-developed questionnaire with established validity and high internal consistency. Descriptive statistics determined teachers’ DigCompEdu proficiency levels. Teachers achieved the Explorer level in seven of 22 digital competencies, particularly in professional collaboration, digital resource management, digital content creation, and assessment-related practices, indicating areas requiring further professional development. In the remaining competencies, teachers demonstrated the Integrator level, reflecting their ability to incorporate digital technologies into classroom instruction without yet reaching advanced or innovative practice. At the domain level, teachers reached the Explorer level only in assessment, whereas the other five domains were at the Integrator level. Overall, findings suggest that although teachers possess a solid foundation of digital competence, further development is needed to reach the Expert and Pioneer levels defined by DigCompEdu. The study underscores the importance of sustained professional development, particularly in digital assessment, innovative instructional design, and learner-centered digital pedagogy, to support digital transformation in schools.

کلیدواژه‌ها English

  • Competence
  • Digital Competences
  • Teachers
  • Thinking and Media Literacy
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