الذكاء الاصطناعي في التعليم العالي (التحديات والتوجيهات) - مراجعة منهجية
DOI:
https://doi.org/10.35516/edu.v51i3.7303الكلمات المفتاحية:
الذكاء الاصطناعي، المبادئ التوجيهية، التعليم العاليالملخص
الأهداف: هدفت الدراسة إلى تعرف تحديات استخدام الذكاء الاصطناعي، وتحديد المبادئ التوجيهية الواجب تضمينها في سياسات الذكاء الاصطناعي في التعليم العالي.
المنهجية: اتبعت الدراسة طريقة المراجعة المنهجية للدراسات ذات الصلة بأهداف الدراسة الحالية خلال الفترة (2020-2023). وعن طريق استخدام قاعدة بيانات Scopus في البحث عن الدراسات المتاحة، واتباع ملحق PRISMA في تحديد الدراسات المناسبة، تم اختيار 25 دراسة ليتم تضمينها في المراجعة المنهجية.
النتائج: أظهرت نتائج الدراسة أن هناك عدد من التحديات لاستخدام الذكاء الاصطناعي ضمن مجموعة من المحاور هي: سلامة البيانات وجودتها، والتطبيق والخبرة، وأمن البيانات والخصوصية، والنزاهة الأكاديمية، واستبدال القوى العاملة، والمهارات الاجتماعية. كما أشارت النتائج إلى ضرورة توفر مجموعة من المبادئ التوجيهية لتنظيم وعملية استخدام الذكاء الاصطناعي والحد من التحديات الناتجة من استخدامه في التعليم العالي، وهي: العدالة، والشفافية، والمساءلة، واستقلالية الإنسان، والأمان، والخصوصية وإدارة البيانات، والرقابة البشرية، والقوة التقنية والسلامة.
الخلاصة: أوصت الدراسة الأخذ بمجموعة من الإجراءات والأطر التي تؤدي إلى تطبيق تكنولوجيا الذكاء الاصطناعي في التعليم العالي والحد من تحدياته.
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