مدل‌سازی شایستگی‌های مؤثر بر پذیرش و به‌کارگیری فناوری‌های آموزشی با رویکرد شناختی و انگیزشی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

2 استاد گروه مدیریت آموزشی ،واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران. رایانامه:

3 استادیار گروه مدیریت آموزشی ،واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

چکیده
هدف این پژوهش تحلیل شایستگی‌های مؤثر بر پذیرش و به‌کارگیری فناوری‌های آموزشی با رویکرد شناختی و انگیزشی در بین مدرسان و مربیان مراکز فنی و حرفه‌ای سراسر کشور می‌پردازد. برای دستیابی به این اهداف، از رویکرد ترکیبی استفاده شد. فرآیند جمع‌آوری داده‌ها شامل اجرای یک پرسشنامه برای نمونه‌ای متشکل از 190 تن مدرسان و مربیان مراکز فنی و حرفه‌ای سراسر کشور، و مصاحبه‌های نیمه ساختاریافته با 18 تن از خبرگان، متخصصین و افراد آگاه انجام شده است. روایی صوری و محتوایی پرسشنامه توسط خبرگان تأیید شده است. همچنین، برای بررسی روایی سازه از روایی همگرا و واگرا و برای سنجش پایایی، از روش آلفای کرونباخ و پایایی ترکیبی استفاده شده است. برای تحلیل داده‌ها از روش‌های آمار توصیفی و استنباطی و تحلیل معادلات ساختاری از نرم‌افزار Smart PLS و نرم‌افزار SPSS استفاده شد. نتایج وضعیت موجود در 12 مؤلفه شایستگی‌های یکپارچه‌ی شناختی و انگیزشی مربیان و مدرسان معنادار است. نتایج رتبه‌بندی بیان می‌دارد مهارت‌های حرفه‌ای مربیان، توسعه خلاقیت و میل به نوآوری با استفاده از فناوری و انگیزه تغییر و روحیه کنجکاوی شایستگی اصلی می‌باشند. نتایج مدل معادلات ساختاری، نشان می‌دهد که تمامی مؤلفه شناسایی‌شده برای شایستگی یکپارچه‌ی شناختی و انگیزشی، به‌طور معناداری با این سازه‌ها مرتبط هستند. به‌عبارت‌دیگر، این مؤلفه‌ها به‌خوبی توانسته‌اند این سازه‌ها را تبیین کنند.

کلیدواژه‌ها


عنوان مقاله English

Modeling Effective Competencies in the Acceptance and Use of Educational Technology with a Cognitive and Motivational Approach

نویسندگان English

Zohreh Ardaghian 1
Mohammad Salehi 2
Reza Yousefi Saeed Abadi 3
1 PhD Student in Educational Management, Sari Branch, Islamic Azad University, Sari, Iran
2 Professor of the Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran.
3 Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran.
چکیده English

The purpose of this study is to analyze the competencies that influence the acceptance and use of educational technology with a cognitive and motivational approach among teachers and trainers in technical and vocational centers across the country. To achieve this, a mixed-methods approach was used. Data collection included administering a questionnaire to a sample of 190 teachers and trainers from technical and vocational centers nationwide, as well as semi-structured interviews with 18 experts, specialists, and knowledgeable individuals. The questionnaire’s face and content validity were confirmed by experts, while convergent and divergent validity were used to examine construct validity. Reliability was assessed using Cronbach’s alpha and composite reliability. Data analysis employed descriptive and inferential statistics, along with structural equation modeling using Smart PLS and SPSS software. The results revealed significant findings across 12 components of integrated cognitive and motivational competencies among teachers and trainers. The ranking highlighted educators’ professional skills, the development of creativity and innovation through technology, and motivation for change and curiosity as key competencies. The structural equation model demonstrated that all identified components were significantly related to these constructs, confirming their explanatory power.

کلیدواژه‌ها English

Effective Competencies
Educational Technologies, Cognitive and Motivational Approach
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