نوع مقاله : مقاله پژوهشی
نویسنده
استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Despite the increasing use of artificial intelligence in educational systems, a context-sensitive governance framework aligned with the cultural and institutional characteristics of educational organizations has not yet been adequately developed. This study was conducted with the aim of designing a native model of artificial intelligence governance in educational organizations. The research adopted a qualitative approach using grounded theory based on the systematic method of Strauss and Corbin. The research field consisted of educational management professors in the country who were selected through purposive sampling. Data were collected through 27 in-depth semi-structured interviews, and the sampling process continued until theoretical saturation was achieved. Data analysis was carried out through open, axial, and selective coding. Ultimately, the paradigmatic model of the study was developed in terms of causal conditions, the central phenomenon, contextual conditions, intervening conditions, strategies, and consequences. To ensure the trustworthiness of the findings, the criteria proposed by Lincoln and Guba—credibility, transferability, confirmability, and dependability—were applied. The findings indicated that causal conditions consisted of six axial categories, contextual conditions included seven axial categories, intervening conditions comprised four axial categories, strategies involved five axial categories, and consequences included five axial categories. The interaction among these categories formed the conceptual framework of the native model of artificial intelligence governance in educational organizations.
کلیدواژهها [English]
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