علوم تربیتی

پساپدیدارشناسی همکاری انسان و هوش مصنوعی در طراحی آموزشی

10.22055/edus.2025.48409.3688
دوره 33، شماره 1
فروردین 1405
صفحه 33-50
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

حمید احمدی هدایت 1
بهنام رسولی 2

1 استادیار گروه آموزش علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.

2 استادیار گروه آموزش علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

چکیده
هوش مصنوعی (AI) به‌سرعت در حال دگرگون‌سازی طراحی آموزشی است؛ با این ‌حال، توجه محدودی به ماهیت فلسفی همکاری میان انسان و هوش مصنوعی شده است. این پژوهش با تکیه بر پدیدارشناسی پسافنومنولوژیک، روابط میانجی‌گرانه میان انسان و هوش مصنوعی را در مؤلفه‌های اصلی طراحی آموزشی بررسی کرده است. در این مطالعه از یک طرح کیفی اکتشافی چند روشی استفاده شد که در سه مرحله انجام گرفت: نخست، مرور نظام‌مند ۲۰ مطالعه مرتبط از شش پایگاه داده علمی؛ دوم، اجرای یک پیمایش ساختاریافته از ۲۰ متخصص در حوزه فناوری آموزشی و فلسفه تعلیم و تربیت با استفاده از یک چک‌لیست ۱۴ ماده‌ای؛ و سوم، تحلیل مضمونی با بهره‌گیری از هوش مصنوعی. یافته‌ها نشان دادند که هوش مصنوعی در نیازسنجی، تولید و توسعه محتوا، تعامل با یادگیرندگان، ارائه بازخورد و ارزشیابی نقش تقویت‌کننده دارد. افزون بر این، سه شیوه اصلی میانجی‌گری از منظر پدیدارشناسی پسافنومنولوژیک، یعنی رابطه تجسد‌یافته، رابطه هرمنوتیکی و رابطه دیگریت، شناسایی شدند که در شکل‌دهی به تجربه‌های آموزشی و فرایندهای تصمیم‌گیری نقش دارند. این نتایج نشان می‌دهند که هوش مصنوعی صرفاً یک ابزار نیست، بلکه می‌تواند به‌مثابه شریکی معرفتی عمل کند که پویایی روابط میان یادگیرندگان، معلمان و دانش را دگرگون می‌سازد. از این ‌رو، طراحان آموزشی باید هوش مصنوعی را به‌صورت راهبردی در فرایند طراحی آموزشی ادغام کنند و در این مسیر، ملاحظات تربیتی، اخلاقی و فلسفی را به‌طور هم‌زمان مورد توجه قرار دهند. این پژوهش در نهایت چارچوبی مفهومی برای همکاری انسان و هوش مصنوعی در آموزش پسادیجیتال ارائه می‌کند.

کلیدواژه‌ها

پساپدیدارشناسی
رابطه انسان و فناوری
هوش مصنوعی

عنوان مقاله English

Post-phenomenology of Human-AI Collaboration in Instructional Design

نویسندگان English

Hamid Ahmadi Hedayat 1
Behnam Rasouli 2
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

Artificial intelligence (AI) is rapidly transforming instructional design, yet limited attention has been paid to the philosophical nature of human–AI collaboration. Drawing upon post-phenomenology, this study explored the mediating relationships between humans and AI across core instructional design components. An exploratory multi-method qualitative design was employed, comprising three phases: a systematic review of 20 relevant studies from six academic databases, a structured survey of 20 experts in educational technology and philosophy of education using a 14-item checklist, and AI-assisted thematic analysis. The findings reveal that AI enhances needs assessment, content development, learner interaction, feedback, and evaluation. Furthermore, three primary post-phenomenological modes of mediation—embodiment, hermeneutic, and alterity relations—were identified as shaping educational experiences and decision-making. These results suggest that AI functions not merely as a tool, but as an epistemic partner that transforms the dynamics between learners, teachers, and knowledge. Instructional designers must integrate AI strategically while balancing pedagogical, ethical, and philosophical considerations. This study provides a conceptual framework for human–AI collaboration in post-digital education.

کلیدواژه‌ها English

  • Instructional design
  • phenomenology
  • human-technology relationship
  • artificial intelligence
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