ChatGPT в контексте компетентностного образования в высших учебных заведениях Танзании
https://doi.org/10.17853/1994-5639-2025-9551
Resumen
Введение. ChatGPT имеет потенциал трансформировать образование по мере его развития и, возможно, изменить методы преподавания и обучения. Однако жизнеспособность, эффективность и контекстуальная релевантность использования ChatGPT в компетентностно-ориентированной учебной программе высшего образования Танзании не была тщательно изучена. Цель исследования – изучить, как ChatGPT может поддерживать усилия учителей, повышать достижения студентов и преодолевать структурные препятствия в системе компетентностного образования. Методология и методы. Работа основывается на реализации идей компетентностного подхода в образовании. В исследовании приняли добровольное участие 240 человек (40 учителей и 200 студентов). Для сбора данных использовались интервью, фокус-группы и анкеты. Количественные и качественные данные были проанализированы с использованием SPSS V. 21 и методов тематического анализа соответственно. Результаты и научная новизна. Результаты показывают, что интеграция ChatGPT в учебный процесс, который основывается на возможностях компетентностного подхода, способствует развитию критического мышления и навыков принятия решений у студентов, решает проблемы нехватки ресурсов и содействует реализации идей персонализированного обучения. Исследование подчеркивает необходимость активного привлечения ChatGPT к процессам обучения в Танзании, акцентируя внимание на важности профессионального развития в данном вопросе для учителей и студентов. Сбалансированная интеграция инструментов ИИ, которые усиливают, а не заменяют важные человеческие элементы обучения и преподавания, требует разработки ряда механизмов для решения возникающих в процессе обучения этических вопросов. Практическая значимость. Результаты предоставляют практические рекомендации для учителей, разработчиков учебных планов и руководителей о том, как эффективно интегрировать ChatGPT для улучшения преподавания и обучения в рамках компетентностного образования.
De los autores
М. Чандафа
Университет науки и технологий Мбея (MUST)
Tanzania, United Republic Of
Tanzania, United Republic Of
Х. Фан
Хуачжунский университет науки и технологии
China
China
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Recensión
Para cita:
Chandafa M.J., Fang H. ChatGPT in the context of competence-based education in Tanzania higher learning institutions. The Education and science journal. https://doi.org/10.17853/1994-5639-2025-9551
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