Thesis:

Identifying the Platforms and Implications of Artificial Intelligence Usability in Education Based on the Grounded Theory Approach

The present study aimed to explore the contexts and consequences of the usability of artificial intelligence in education based on the Grounded Theory approach. The research method was exploratory and qualitative, with qualitative content analysis conducted using the Grounded Theory approach in the qualitative section. Participants in the qualitative section included 11 university professors and experts in the fields of educational sciences and educational management from Islamic Azad Universities in Khorasan Razavi Province, who were selected through theoretical sampling and the snowball technique. Data analysis of the interviews in the qualitative section involved open, axial, and selective coding. The findings in the qualitative section included 102 open codes, 28 secondary codes, and 6 main categories. The results indicated that the causal variables include: research and innovation in education, development of future skills, improvement of assessment and feedback, increased access and inclusivity, optimization of educational processes, and enhancement of the learning experience. The intervening variables include: educational channels, socio-cultural factors, educational environment, characteristics of AI tools, teacher characteristics, and student characteristics. The contextual conditions include: educational research, educational management, development of educational equity, assessment and feedback, teaching, and personalized learning. The strategies include: encouraging innovation and collaboration, addressing ethical and social issues, continuous assessment and feedback, emphasis on personalized learning, focus on developing high-quality educational content, development of specialized human resources, investment in technological infrastructure, and creating a clear and comprehensive vision. The outcome categories include: positive outcomes and challenging outcomes.

Keywords: Keywords: Artificial Intelligence, Education, Grounded Theory