مدل پارادایمی تعالی نظام‌های آموزشی در پرورش کارآفرینان مبتنی بر هوش مصنوعی با محوریت منتورینگ آموزشی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران.

2 استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

10.22098/ael.2026.19759.1719

چکیده

مقدمه و هدف: هدف پژوهش، ارائه مدل پارادایمی تعالی نظام‌های آموزشی در پرورش کارآفرینان مبتنی بر هوش مصنوعی با تأکید بر نقش منتورهای آموزشی است.
روش‌شناسی پژوهش: پژوهش حاضر از نظر هدف، کاربردی و از نظر ماهیت و روش، کیفی از نوع نظریه داده‌بنیاد بود. جامعه مورد مطالعه شامل منتورهای آموزشی، اساتید کارآفرینی، مدیران مراکز رشد و کارآفرینان فعال در حوزه فناوری و هوش مصنوعی بود که با استفاده از نمونه‌گیری هدفمند از نوع ملاک‌محور انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته عمیق گردآوری شد و فرایند نمونه‌گیری تا دستیابی به اشباع نظری ادامه یافت. تحلیل داده‌ها با کدگذاری باز، محوری و انتخابی انجام شد. به‌منظور تضمین کیفیت، از معیارهای چهارگانه لینکلن و گوبا شامل اعتبار، انتقال‌پذیری، اطمینان‌پذیری و تأییدپذیری بهره گرفته شد.
یافته‌ها: بر اساس یافته‌ها، شرایط علّی (ضعف مسئله‌یابی و شناخت نیاز بازار، شکاف شایستگی‌های فناورانه هوش مصنوعی و کمبود مهارت‌های کارآفرینانه و مدیریتی)، شرایط زمینه‌ای (تحول در نظام آموزش کارآفرینی فناورانه، بستر یادگیری نوآورانه و بین‌رشته‌ای و فرهنگ دانشگاهی حامی نوآوری)، شرایط مداخله‌گر (عدم قطعیت‌های فناوری و بازار و محدودیت زیرساخت‌های منتورینگ تخصصی)، راهبردها (توانمندسازی فنی تیم‌های هوش مصنوعی، هدایت توسعه و اعتبارسنجی محصول، توسعه قابلیت‌های تجاری‌سازی، توسعه مهارت‌های نرم کارآفرینانه، شبکه‌سازی و استقرار نظام پایش و ارزیابی یادگیری کارآفرینانه)، و پیامدها (ایجاد کسب‌وکارهای مبتنی بر هوش مصنوعی، آمادگی برای تجاری‌سازی و شکل‌گیری هویت کارآفرینانه فناورانه) از نتایج این پژوهش بودند.
بحث و نتیجه‌گیری: الگوی ارائه‌شده می‌تواند به‌عنوان چارچوبی کاربردی برای سیاست‌گذاران، برنامه‌ریزان آموزشی، دانشگاه‌ها و مراکز نوآوری در راستای توسعه کارآفرینی فناورانه مورد استفاده قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Paradigmatic Model of Excellence in Educational Systems for Fostering AI-Based Entrepreneurs with a Focus on Educational Mentoring

نویسندگان [English]

  • zeinab sadeghi 1
  • Safiollah Ramazankhani 2
1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
2 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
چکیده [English]

Background and Objective: This study aims to propose a paradigmatic model for excellence in educational systems for training AI-based entrepreneurs, with a specific emphasis on the role of educational mentors.
research methodology: This research is applied in its purpose and employs a qualitative research design based on Grounded Theory. The study population consisted of educational mentors, entrepreneurship professors, incubator managers, and entrepreneurs active in the fields of technology and artificial intelligence, selected through purposive, criterion-based sampling. Data were collected through in-depth semi-structured interviews, and the sampling process continued until theoretical saturation was reached. Data analysis was conducted with open, axial, and selective coding. To ensure the trustworthiness of the findings, Lincoln and Guba’s four criteria—credibility, transferability, dependability, and confirmability were applied.
Findings: The findings highlight the following components: Causal conditions (weakness in problem-solving and market needs assessment, gaps in AI technological competencies, and deficiency in entrepreneurial and managerial skills); Contextual conditions (transformation in technological entrepreneurship education, innovative and interdisciplinary learning environments, and an innovation-supportive academic culture); Intervening conditions (technological and market uncertainties, and limitations in specialized mentoring infrastructure); Strategies (technical empowerment of AI teams, guidance on product development and validation, development of commercialization capabilities, advancement of entrepreneurial soft skills, networking, and implementation of a monitoring and evaluation system for entrepreneurial learning); and Consequences (creation of AI-based businesses, readiness for commercialization, and the formation of a technological entrepreneurial identity).
Conclusion: The proposed model can serve as a practical framework for policymakers, educational planners, universities, and innovation centers in promoting technology-based entrepreneurship.

کلیدواژه‌ها [English]

  • Excellence
  • Educational System
  • Entrepreneur
  • Mentor
  • Artificial Intelligence

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رهبری آموزشی کاربردی
دوره 7، شماره 2
تیر 1405
صفحه 199-216

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  • تاریخ دریافت: 22 اردیبهشت 1405
  • تاریخ بازنگری: 24 خرداد 1405
  • تاریخ پذیرش: 30 خرداد 1405

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