نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجو دکتری مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. رایانامه z.azimi3131@gmail.com
2 نویسنده مسئول، مرجان کیان دانشیار مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. رایانامه kian@khu.ac.ir
3 استادیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. رایانامه yousef.m@khu.ac.ir
4 دانشیار مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. رایانامه Aliasgari@khu.ac.ir
کلیدواژهها
عنوان مقاله English
نویسندگان English
Purpose: To analyze and identify the factors and consequences of the digital divide in the curriculum and to provide strategies for improving and addressing the challenges related to this area.
Method: The present study was conducted using a mixed-methods (qualitative–quantitative) approach. In the qualitative phase, thematic analysis and document analysis were carried out through note-taking and interviews with experts in educational sciences. In the quantitative phase, using a descriptive–survey design, 140 teachers, principals, and students of the second cycle of elementary education in three regions—Isfahan, Najafabad, and Fereydunshahr—were selected through stratified random sampling. The research instrument in the quantitative phase was a researcher-made 58-item questionnaire with confirmed validity and reliability (Cronbach’s alpha above 0.79). Data were analyzed using SPSS 26 and SmartPLS 3 software.
Findings: Based on qualitative analysis, the factors (6 axial codes and 27 open codes), consequences (5 axial codes and 16 open codes), and strategies (5 axial codes and 15 open codes) related to the digital divide were identified. Quantitative findings showed that the digital divide is a multidimensional challenge with various contextual factors. Based on structural equation modeling, the most significant factors were individual factors (factor loading = 0.942 for the component of lack of knowledge and awareness), economic factors (path coefficient = 0.928), and cultural factors (path coefficient = 0.872). The identified consequences included reduced quality of education (path coefficient = 0.813), educational inequality (path coefficient = 0.881), and a negative impact on problem-solving skills. Improvement strategies were presented at three levels: macro (educational equity and infrastructure development), meso (strengthening teachers’ digital skills and producing localized content), and micro (promoting a culture of proper technology use).
Conclusion: The research results provide an appropriate framework for policymakers and educational planners to take effective steps toward reducing the digital divide and improving the quality of elementary education through the implementation of targeted programs.
کلیدواژهها English
