Identifying the Dimensions of Artificial Intelligence with the Approach of Developing Smart Education at Farhangian University, Region 9
Keywords:
Artificial Intelligence, Development of Smart Education, Farhangian UniversityAbstract
The present study aimed to identify and rank the dimensions of artificial intelligence (AI) within a smart education development framework at Farhangian University, Region 9, in order to propose an applied model for improving teacher education quality and teaching–learning processes. This applied research employed an exploratory mixed-methods (qualitative–quantitative) design. In the qualitative phase, grounded theory was used. Twelve experts were selected purposively based on theoretical saturation, and data were collected through semi-structured interviews and analyzed via open, axial, and selective coding. In the quantitative phase, the statistical population consisted of 263 faculty members and instructors, from whom 156 were selected using stratified random sampling. A researcher-developed 35-item Likert-scale questionnaire was administered. Face, content, and construct validity were confirmed, and reliability was established with a Cronbach’s alpha of 0.92. Quantitative data were analyzed using confirmatory factor analysis (CFA) and the Friedman test. CFA results indicated that five dimensions—educational content development, human resource capacity building, blended learning technologies, decision support systems, and personalized learning—had standardized factor loadings above 0.70 and statistically significant t-values at the 99% confidence level. The highest standardized coefficient was related to human resource capacity building, while the lowest was associated with decision support systems. Friedman test results revealed significant differences in ranking, with personalized learning ranked first and human resource capacity building ranked last. Implementing AI-driven smart education at Farhangian University requires integrated attention to content, human, technological, and managerial dimensions, with personalized learning emerging as the primary strategic priority for enhancing teacher education quality.
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