چارچوبی برای کلیدیترین شایستگیهای یادگیری آینده | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 12، دوره 16، شماره 1 - شماره پیاپی 30، 1402، صفحه 263-290 اصل مقاله (921.34 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2023.102588 | ||
| نویسندگان | ||
| مطهره حمزه رباطی* 1؛ حمید جاودانی2 | ||
| 1پسادکتری گروه مطالعات مدیریت آموزش عالی، موسسه پژوهش و برنامهریزی آموزش عالی، تهران، ایران | ||
| 2دانشیار گروه مطالعات مدیریت آموزش عالی، مؤسسه پژوهش و برنامهریزی آموزش عالی، تهران، ایران | ||
| چکیده | ||
| هدف: آموزش و یادگیری شایستگیمحور بر توانمندسازی دانش، ارزش، توانایی و نگرشهای بایسته فراگیران برای پرداختن به مسائل و موضوعهای پیچیدهای که در زندگی شخصی و حرفهای آینده خود با آنها روبرو خواهند شد، پافشاری دارد. از این رو، هدف این پژوهش، پیشنهاد چارچوبی برای پرورش شایستگیها و توانمندیهای کلیدی مورد نیاز فراگیران در نظامهای آموزشی بوده است. مواد و روشها: این پژوهش از دیدگاه هدف، پژوهشی کاربردی است؛ و از دیدگاه چگونگی گردآوری دادهها، در گروه «پژوهش کیفی» طبقهبندی میشود؛ به این صورت که با انجام مصاحبههای نیمهساختاریافته با 26 نفر از اندیشهپردازان دانشگاهی، که به روش نمونهگیری هدفمند به روش زنجیرهای انتخاب شده بودند و نیز با استفاده از روش تحلیل محتوای کیفی، کلیدیترین شایستگیها و توانمندیهای شناختی، رفتاری و اجتماعی فراگیران شناسایی شد و چارچوب مفهومی شایستگیهای یادگیری آیندهاندیشانه به تصویر کشیده شد. برای اعتباربخشی یافتههای کیفی، از راهبردهای: بازبینی مشارکتکنندگان و بازبینی همکاران استفاده شده است. بحث و نتیجهگیری: برپایه بازکاوی دادههای مصاحبههای نیمه ساختاریافته، در مجموع شانزده زیرمقوله و دو مقوله اصلی بسان اصلیترین شایستگیهای شناختی، رفتاری و اجتماعی مورد نیاز فراگیران شناسایی شد. به بیانی دیگر، در مجموع شش زیرمقوله- حل مسئله، اندیشهورزی نقادانه، آفرینشگری، خودشناسی، بازاندیشی انتقادی، خوداصلاحی- بسان شایستگیهای شناختی و فراشناختی و ده زیرمقوله- کار گروهی، همدلی، کنجکاوی، مهارتهای ارتباطی و بین فرهنگی، خودباوری، نرمشپذیری، مسئولیتپذیری فردی و اجتماعی، تصمیمگیری مشارکتی، انتقادپذیری، اخلاقمداری- بسان شایستگیهای رفتاری و اجتماعی مورد نیاز فراگیران شناسایی شد. بر پایه یافتههای پژوهش، نیاز است نسل کنونی و آینده به شایستگیهای کلیدی دست یابند تا بتوانند در جهان آشوبناک، شتابان و ناپایدار کنونی، به زندگی خویش سامان دهند. از این رو، سرمایهگذاری در سرمایه انسانی (آموزش)، برای توسعه شایستگیهای کلیدی شناختی، رفتاری و اجتماعی، افزون بر شایستگیهای پایه پیشنهاد میشود. | ||
| کلیدواژهها | ||
| شایستگیهای یادگیری؛ شایستگیهای شناختی-فراشناختی؛ شایستگیهای رفتاری- اجتماعی؛ یادگیری/ آموزش آینده | ||
| عنوان مقاله [English] | ||
| A Framework for the Key Competencies of Future Learning | ||
| نویسندگان [English] | ||
| Motahhareh Hamzerobati1؛ Hamid Javdani2 | ||
| 1Postdoctoral of Higher Education Management Studies Department, Institute for Research and Planning in Higher Education, Iran | ||
| 2Associate Professor of Higher Education Management Studies, Institute for Research and Planning in Higher Education, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives: Competence-based education focuses on the ability of students to develop important knowledge, values, aptitudes, and attitudes necessary to address complex issues they would encounter in their future personal lives and professional careers. The purpose of this study was to provide a framework for developing key competencies required of learners in educational systems. Materials and Methods: This study was carried out with a qualitative research method. The key cognitive, behavioral, and social competencies of learners were identified and the conceptual framework of futures-thinking competencies was depicted by conducting semi-structured interviews with 26 academic researchers selected through purposive sampling (Snowball or Chain) and qualitative content analysis method. To validate qualitative findings, participant review strategies and reviewers' strategies have been used. Discussion and Conclusions: Based on the analysis of semi-structured interview data in two stages of open and axial coding, a total of sixteen subcategories and two main categories were identified as the main cognitive, behavioral, and social competencies of learners. In other words, six indicators including problem-solving, critical thinking, creativity, self-knowledge, critical rethinking, and self-correction as cognitive and metacognitive competencies were identified; and ten indicators including teamwork, empathy, curiosity, communication and intercultural competencies, self-confidence, flexibility, individual and social responsibility, participatory decision making, criticism, ethics were also identified as the main behavioral and social competencies of learners. Based on the research findings, the present and future generations need to acquire key competencies to be able to organize their lives in the current turbulent and unstable world. Therefore, in addition to basic competencies, investing in human capital (education) is recommended to develop key cognitive, behavioral, and social competencies. | ||
| کلیدواژهها [English] | ||
| Learning Competencies, Cognitive-metacognitive Competencies, Behavioral-social Competencies, Future Learning/Education | ||
| مراجع | ||
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