بررسی نقش یادگیری زبان دوم در ارتقاء توانمندی‌های دانشجویان در رهبری پژوهش‌های علمی(بازخوانی الزامات مرجعیت علمی در گام دوم انقلاب)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزشی علوم تربیتی، رشته مدیریت آموزشی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده
تحقق مرجعیت علمی در گام دوم انقلاب، بازاندیشی در عوامل مؤثر بر توسعه رهبری پژوهشی دانشجویان را ضروری ساخته است. یادگیری زبان دوم، ظرفیتی برای تقویت توانمندی‌های شناختی، گفتمانی و بین‌المللی جهت ایفای نقش دانشجو در رهبری پژوهش‌های علمی است. تحلیل نظام‌مند ۲۸ مطالعه (۲۰۰۰-۲۰۲۵) نشان می‌دهد یادگیری زبان از طریق پنج بُعد (بازپیکربندی شناختی، توانمندسازی گفتمانی، هویت علمی، مسئولیت اخلاقی و شایستگی بین‌فرهنگی)، بستری ساختاری برای ارتقای توانایی دانشجویان در رهبری پژوهش‌های علمی و مشارکت در شبکه‌های جهانی فراهم می‌آورد. این نتایج، دلالت‌های سیاستی مهمی برای نظام آموزش عالی در مسیر توانمندسازی نخبگان دارد. بر اساس یافته‌ها، مدل مفهومی پژوهش نشان می‌دهد که یادگیری زبان دوم می‌تواند به تقویت عاملیت علمی دانشجویان و افزایش مشارکت آنان در تعاملات و شبکه‌های علمی بین‌المللی کمک کند. در این چارچوب، زبان دوم نه صرفاً یک مهارت ارتباطی، بلکه عنصری مؤثر در توسعه ظرفیت‌های شناختی، ارتباطی و شبکه‌ای دانشجویان در فرآیند رهبری پژوهش‌های علمی تلقی می‌شود. توجه به این مؤلفه در برنامه‌های آموزش عالی می‌تواند در تقویت توانمندی‌های پژوهشی دانشجویان و توسعه تعاملات علمی بین‌المللی نقش مؤثری ایفا کند.

کلیدواژه‌ها


عنوان مقاله English

Examining the Role of Second Language Learning in Enhancing Students’ Research Leadership Capabilities: A Systematic Conceptual Review

نویسندگان English

ESMAEIL GHASEMI 1
hossein taqavi 2
Taghi Akbari 2
Adel Zahedbabelan 2
1 Department of Educational Sciences, Educational Management Major, Mohaghegh Ardabili University, Ardabil, Iran
2 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
چکیده English

The internationalization of higher education has expanded the role of second language learning beyond its purely communicative function, positioning it as a potential capacity in the development of research leadership among university students. Despite extensive research on the cognitive and communicative outcomes of bilingualism, its multidimensional role in shaping research leadership has not been systematically conceptualized. To address this gap, the present study adopts a Systematic Conceptual Review approach and synthesizes 28 peer-reviewed studies published between 2000 and September 2025.

The findings indicate that second language learning contributes to research leadership development through five interrelated dimensions: cognitive reconfiguration, discursive empowerment, scientific identity transformation, ethical internalization, and intercultural competence enhancement. These dimensions do not operate linearly; rather, they interact dynamically and synergistically, shaping a multidimensional architecture of research leadership.

Accordingly, a conceptual model is proposed in which second language learning is understood not as a direct causal factor but as a structural enabler of cognitive, communicative, and network-based capacities underlying research leadership. The findings offer implications for higher education policymakers, curriculum planners, and graduate program designers seeking to strengthen the foundations of research leadership development within globally connected academic contexts.

کلیدواژه‌ها English

Research Leadership
Learning
Second Language
Research Competencies
Graduate Education
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