Developing a Philosophical Model of Artificial Intelligence Education for Students Based on the Six Dimensions of Iran’s Fundamental Transformation Document in Education Using Meta-Synthesis
Keywords:
Fundamental Transformation Document, meta-synthesis, students, philosophy of education, Artificial intelligenceAbstract
The purpose of this study was to develop a philosophical model of artificial intelligence (AI) education for students grounded in the six dimensions of Iran’s Fundamental Transformation Document in Education through a systematic meta-synthesis of prior research. This study employed a qualitative meta-synthesis approach. Relevant national and international studies on AI in education were searched, screened, and coded. Data were analyzed in six phases of synthesis, and key concepts were identified and organized into main and subcategories. Trustworthiness was ensured using Guba and Lincoln’s criteria, including credibility, transferability, confirmability, and dependability. Data analysis resulted in 180 open codes, which were synthesized into nine overarching themes: flexible learning, differentiated learning, technological learning, learner engagement, learning motivation, multimodal learning, interactive learning, independent learning, and transformative learning. The results indicated that AI can enhance learning quality, improve motivation, increase interactivity, personalize education, and lead to fundamental transformations in teaching and learning processes. The findings suggest that AI education for students, when designed on philosophical foundations and aligned with the six dimensions of the Fundamental Transformation Document, can strengthen cognitive, motivational, and social skills while creating a platform for qualitative transformation in the educational system.
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Copyright (c) 2025 Maryam Jafari Ramayani (Author); Seyedeh Esmat Rasoli; Ladan Salimi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
