تعزيز ممارسات البحث العلمي لدى المحاضرين من خلال برنامج تدريبي قائم على الذكاء الاصطناعي
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منشور
أبر 12, 2026
Copyright Information
هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial 4.0 International License.
مشاعل بنت عوض الصيعري
https://orcid.org/0000-0003-1809-4909
https://orcid.org/0000-0003-1809-4909
الملخص
تقدّم هذه الورقة السياساتية توصيات مبنية على الأدلة حول دمج أدوات الذكاء الاصطناعي في البحث الأكاديمي، استنادًا إلى دراسة تناولت أثر برنامج تدريبي قائم على الذكاء الاصطناعي بجامعة التقنية والعلوم التطبيقية (UTAS). أظهرت نتائج الدراسة أن أدوات الذكاء الاصطناعي تُسهم بشكل ملحوظ في تعزيز كفاءة البحث العلمي، وزيادة دافعية المحاضرين، وترسيخ الممارسات الأخلاقية في استخدام الذكاء الاصطناعي.
اعتمدت الدراسة على تصميم شبه تجريبي، وأُجريت مقابلات نوعية مع 15 محاضرًا؛ لاستكشاف آرائهم حول البرنامج التدريبي. وأظهرت النتائج أن أدوات الذكاء الاصطناعي حسّنت كفاءة البحث من خلال تسهيل عمليات البحث ورفع جودة المخرجات البحثية. كما عزّز البرنامج التدريبي دافعية المحاضرين البحثية من خلال تقليل القلق، وبناء الثقة، وتشجيع العمل الجماعي. كذلك أثّر البرنامج في وعي المحاضرين بأخلاقيات استخدام الذكاء الاصطناعي، مما شجّع على التطبيق المسؤول للأدوات والالتزام بالإرشادات الأخلاقية.
تؤكد هذه النتائج على الدور التحويلي للذكاء الاصطناعي في البحث الأكاديمي، وعلى أهمية دمج برامج التطوير المهني المعنية بالذكاء الاصطناعي ضمن منظومة التعليم العالي.
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الكلمات المفتاحية
التدريب القائم على الذكاء الاصطناعيممارسات البحثالتعليم العاليالتطوير المهني
المراجع
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Borenstein, J., & Howard, A. M. (2020). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61–65. https://doi.org/10.1007/s43681-020-00002-7
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6). doi.org/10.15406/bbij.2017.05.00149
George, B., & Wooden, O. (2023). Managing the strategic transformation of higher education through artificial intelligence. Administrative Sciences, 13(9), 196. doi: 10.3390/admsci13090196
Jony, A. I., & Hamim, S. A. (2024). Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education. Educational Technology Quarterly, 2024(3), 337–359.
Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training. Teaching and Teacher Education, 151, 104736.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications.
Magaldi, D., & Berler, M. (2020). Semi-structured interviews. Encyclopedia of personality and individual differences, 4825–4830.
Mostyn, G. R. (2012). Cognitive load theory: What it is, why it’s important for accounting instruction and research. Issues in Accounting Education, 27(1), 227–245. doi: 10.2308/iace-50099
Mutanga, M. B., Jugoo, V., & Adefemi, K. O. (2024). Lecturers’ Perceptions on the Integration of Artificial Intelligence Tools into Teaching Practice. Trends in Higher Education, 3(4), 1121–1133. https://doi.org/10.3390/higheredu3040066
Omar, Z., Mior Harun, M. H., Mohd Ishar, N. I., Mustapha, N. A., & Ismail, Z. (2023). Enhancing professional development and training through AI for personalized learning: a framework to engaging learners. International Journal on e-Learning and Higher Education, 19(3):7. 115–138. https://ir.uitm.edu.my/id/eprint/97200
Qaffas, A. A. (2024). Harnessing Artificial Intelligence for Enhanced Efficiency in Academic Writing and Research. Fusion: Practice & Applications, 16(2), 126–146. https://doi.org/10.54216/FPA.160209.
Shakib Kotamjani, S., Shirinova, S., & Fahimirad, M. (2023, December). Lecturers' perceptions of using Artificial Intelligence in Tertiary Education in Uzbekistan. In Proceedings of the 7th International Conference on Future Networks and Distributed Systems. 570–578. doi: 10.1145/3644713.3644797
Silitonga, L. M., Hawanti, S., Aziez, F., Furqon, M., Zain, D. S. M., Anjarani, S., & Wu, T-T. (2023). The Impact of AI Chatbot-Based Learning on Students’ Motivation in English Writing Classroom. International Conference on Innovative Technologies and Learning. doi: 10.1007/978-3-031-40113-8_53
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843
Walk, M., Greenspan, I., Crossley, H., & Handy, F. (2015). Mind the Gap: Expectations and Experiences of Clients Utilizing Job‐Training Services in a Social Enterprise. Annals of Public and Cooperative Economics, 86(2), 221–244. https://doi.org/10.1111/apce.12080
Younis, B. (2024). Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers. Journal of Digital Learning in Teacher Education, 40(3), 142–158. https://doi.org/10.1080/21532974.2024.2365663
Younis, B. (2024). Effectiveness of a professional development program based on the instructional design framework for AI literacy in developing AI literacy skills among pre-service teachers. Journal of Digital Learning in Teacher Education, 40(3), 142–158. https://doi.org/10.1080/21532974.2024.2365663
كيفية الاقتباس
الصيعري م. ب. ع. . (2026). تعزيز ممارسات البحث العلمي لدى المحاضرين من خلال برنامج تدريبي قائم على الذكاء الاصطناعي. سلسلة الأوراق البحثية للشبكة الأكاديمية للحوار التنموي, 3(3). https://doi.org/10.29117/andd.2025.015
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