The Double- Edge Sword: A Critical Discourse Analysis of UNESCO’s framing of AI in Education (2025-2026)
DOI:
https://doi.org/10.65405/hyvw7w94Abstract
تستخدم هذه الدراسة تحليل الخطاب النقدي لاستكشاف منشورات اليونسكو للفترة 2025-2026، مع التركيز على دمج الذكاء الاصطناعي في التعليم العالمي. وتبحث في كيفية تصوير الذكاء الاصطناعي كفرصة وتحدٍّ للمعلمين. تكشف النتائج عن خطاب يتسم بلغة ذات دلالات قيمية، وتعبيرات عن الالتزام، وثنائيات متناقضة. يُصوَّر الذكاء الاصطناعي كأداة لتحسين فرص الوصول إلى التعليم، ولكنه يُصوَّر أيضًا كتهديد محتمل يُفاقم عدم المساواة، ويُقوِّض دور الإنسان، ويُثير مخاوف أخلاقية. تُسلِّط الدراسة الضوء على الدور المحوري للمعلمين، مؤكدةً على سلطتهم الأخلاقية والفكرية على أنظمة الذكاء الاصطناعي. كما تُناقش جهود اليونسكو لتعزيز إطار حوكمة عالمي، داعيةً إلى نهجٍ يركز على الإنسان ويتسم بالمسؤولية الاجتماعية في دمج الذكاء الاصطناعي.
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