‫ﻣﺘﺮﺟﻢ ﻣﻦ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺇﻟﻰ ﺍﻟﻌﺮﺑﻴﺔ ‪www.onlinedoctranslator.

com -‬‬

‫ﺭﺍﺟﻊﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻭﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﻭﻣﻠﻔﺎﺕ ﺗﻌﺮﻳﻒ ﺍﻟﻤﺆﻟﻒ ﻟﻬﺬﺍ ﺍﻟﻤﻨﺸﻮﺭ ﻋﻠﻰ‪https://www.researchgate.net/publication/370131775:‬‬

‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺨﺼﺺ ‪ 613‬ﺍﻟﻌﻤﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪...‬‬

‫ﺷﺮﻁ· ﺃﺑﺮﻳﻞ ‪2023‬‬

‫ﻳﻘﺮﺃ‬ ‫ﺍﻻﻗﺘﺒﺎﺱ‬

‫‪1,631‬‬ ‫‪1‬‬

‫‪2‬ﻣﺆﻟﻔﻴﻦ‪ ،‬ﻣﺸﺘﻤﻞ‪:‬‬

‫ﺗﻮﻣﻲﺳﻴﺒﺎﺗﺎﻧﺎ ﻣﻮﻻﻻ‬
‫ﺟﺎﻣﻌﺔﻟﻴﻤﺒﻮﺑﻮ‬
‫‪4‬ﺍﻟﻤﻨﺸﻮﺭﺍﺕ‪10‬ﺍﻗﺘﺒﺎﺳﺎﺕ‬

‫ﺍﻧﻈﺮﺍﻟﻤﻠﻒ ﺍﻟﺸﺨﺼﻲ‬

‫ﺗﻢﺗﺤﻤﻴﻞ ﺟﻤﻴﻊ ﺍﻟﻤﺤﺘﻮﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻬﺬﻩ ﺍﻟﺼﻔﺤﺔ ﺑﻮﺍﺳﻄﺔﺗﻮﻣﻲ ﺳﻴﺒﺎﺗﺎﻧﺎ ﻣﻮﻻﻻﻓﻲ ‪ 20‬ﺃﺑﺮﻳﻞ ‪.2023‬‬

‫ﻟﻘﺪﻃﻠﺐ ﺍﻟﻤﺴﺘﺨﺪﻡ ﺗﺤﺴﻴﻦ ﺍﻟﻤﻠﻒ ﺍﻟﺬﻱ ﺗﻢ ﺗﻨﺰﻳﻠﻪ‪.‬‬

 ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
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‫‪Editor@ijssrr.com‬‬
‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﺼﻔﺤﺎﺕ‪621-613:‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬

‫ﺍﻟﺘﺨﺼﺺ‬
‫ﺗﻮﻣﻲﺳﻴﺒﺎﺗﺎﻧﺎ ﻣﻮﻻﻻ؛ ﺗﻴﺒﻴﺪﻱ ﻭﻳﻠﻴﺎﻡ ﻣﺒﺎﻳﺎ‬

‫ﻗﺴﻢﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺟﺎﻣﻌﺔ ﻟﻴﻤﺒﻮﺑﻮ‪ ،‬ﺣﻘﻴﺒﺔ ﺧﺎﺻﺔ ‪ ،X1106‬ﺳﻮﻓﻴﻨﺠﺎ‪ ،‬ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ‬

‫ﺍﻟﺒﺮﻳﺪﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪thibed3@gmail.com :‬‬

‫‪http://dx.doi.org/10.47814/ijssrr.v6i4.1206‬‬

‫ﺧﻼﺻﺔ‬

‫ﺇﻥﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻷﺧﺮﻯ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻠﻘﻲ ﺑﻈﻼﻝ ﻣﻦ ﺍﻟﺸﻚ ﻋﻠﻰ ﺍﻟﻔﻄﻨﺔ‬
‫ﺍﻟﺮﻗﻤﻴﺔﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪ .‬ﺳﻌﺖ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺍﻟﻤﻌﺮﻭﻑ‬
‫ﺷﻌﺒﻴﺎﺑﺎﺳﻢ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ .‬ﺗﻢ ﺍﻋﺘﻤﺎﺩ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻛﻤﻨﻬﺠﻴﺔ ﻟﻬﺬﻩ ﺍﻟﻮﺭﻗﺔ‪ .‬ﻭﻗﺪ ﺗﻮﺻﻞ‬
‫ﺍﻟﺒﺤﺚﺇﻟﻰ ﺿﺮﻭﺭﺓ ﺗﻄﻮﻳﺮ ﻣﺠﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻟﺘﻤﻜﻴﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻵﻣﻦ ﻭﺍﻷﺧﻼﻗﻲ ﻟﻠﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‬
‫ﻋﻤﻠﻴﺎ‪ً.‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻗﺪﻣﺖ ﺍﻟﻮﺭﻗﺔ ﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ‪ .‬ﻭﻭﺟﺪﺕ ﺍﻟﻮﺭﻗﺔ ﺃﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﻭﺑﺮﻧﺎﻣﺞ‬
‫ﺍﻟﻤﺎﺟﺴﺘﻴﺮ)ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ( ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺬﻱ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﺰﻭﺩ‬
‫ﺍﻟﻌﺎﻣﻠﻴﻦﻓﻲ ﺍﻟﻤﺠﺎﻝ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺑﺎﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺣﻮﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﻐﺎﻳﺔ‪ ،‬ﺗﻮﺻﻲ ﺍﻟﻮﺭﻗﺔ‬
‫ﺑﻀﺮﻭﺭﺓﻗﻴﺎﻡ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﺑﺘﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺠﺐ ﻋﻠﻰ ﻣﺠﻠﺲ ﺟﻨﻮﺏ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻤﻬﻨﺔ ﺍﻟﺨﺪﻣﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔﻭﺿﻊ ﺳﻴﺎﺳﺎﺕ ﻭﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ ﺃﺧﻼﻗﻴﺔ ﺗﻤﻜﻦ ﻣﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻣﺠﺎﻻً ﻟﻠﺘﺨﺼﺺ ﻓﻲ‬
‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﺗﻮﺻﻲ ﺍﻟﻮﺭﻗﺔ ﺃﻳﻀﺎً ﺑﻀﺮﻭﺭﺓ ﺗﺰﻭﻳﺪ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﺑﺎﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻗﻤﻲ ﻣﻦ ﺃﺟﻞ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ‬
‫ﺍﻟﺴﺮﻳﺔﻭﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻭﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺍﻟﻜﻔﺎءﺓ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕﺍﻟﺪﺍﻟﺔ‪:‬ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ؛ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬

‫ﻣﻘﺪﻣﺔ‬

‫ﻣﻦﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﻟﻈﻬﻮﺭ ﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ )‪ ،(4IR‬ﻭﺧﺎﺻﺔ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ )‪ ،(AI‬ﺗﺄﺛﻴﺮ ﻣﺘﻨﺎﻗﺾ‬
‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﺎﻷﻣﻦ ﺍﻟﻮﻇﻴﻔﻲ‪ .‬ﻓﻤﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻳﺸﻜﻞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﺗﻬﺪﻳﺪﺍً ﻟﻠﻮﻇﺎﺋﻒ‪ ،‬ﻭﺳﻴﻜﻮﻥ ﺗﺄﺛﻴﺮ ﺫﻟﻚ ﺷﺎﻣﻼ ًﺣﻴﺚ‬
‫ﻳﺘﺮﺍﻭﺡﻣﻦ ﺍﻟﻮﻇﺎﺋﻒ ﺫﺍﺕ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺇﻟﻰ ﺍﻟﻮﻇﺎﺋﻒ ﺫﺍﺕ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ )‪ .(Fourie, 2019‬ﻣﻦ‬
‫ﻧﺎﺣﻴﺔﺃﺧﺮﻯ‪ ،‬ﺧﻠﻖ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﻇﺎﺋﻒ ﺟﺪﻳﺪﺓ ﻣﺜﻞ ﻋﻠﻤﺎء ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺮﻭﺑﻮﺗﺎﺕ )‪ .(Leprince-Ringuet، 2021‬ﻭﻗﺪ‬
‫ﺃﺩﺕﻫﺬﻩ ﺍﻟﻤﻬﻦ ﺍﻟﺠﺪﻳﺪﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺇﻟﻰ ﺧﻄﺎﺏ ﺣﻮﻝ ﻓﻌﺎﻟﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﺍﻟﻤﻄﻠﻮﺑﺔ ﻭﺫﺍﺕ ﺍﻟﺼﻠﺔ‬
‫ﺑﺎﻻﻗﺘﺼﺎﺩﺍﻟﺮﻗﻤﻲ‪ .‬ﺍﻟﻰ ﻫﺬﺍ‬

‫‪613‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻭﻓﻲﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺗﻢ ﻃﺮﺡ ﺃﺳﺌﻠﺔ ﺣﻮﻝ ﻓﻌﺎﻟﻴﺔ ﻭﺃﻫﻤﻴﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺃﺩﻯ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺬﻛﺎء‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲﻓﻲ ﻣﺠﺎﻝ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺇﻟﻰ ﺇﺛﺎﺭﺓ ﺍﻟﻘﻠﻖ ﺑﻴﻦ ﺍﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ ﻣﺠﺎﻝ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺍﻟﺬﻳﻦ ﺃﺻﺒﺤﺖ ﻭﻇﺎﺋﻔﻬﻢ‬
‫ﻇﺎﻫﺮﻳﺎًﻗﺪﻳﻤﺔ )ﺍﻟﻤﺤﺎﺩﺛﺔ‪ .(2021 ،‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻟﺪﻳﻪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺃﺩﺍء ﺑﻌﺾ ﻭﻇﺎﺋﻒ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻣﺜﻞﺍﻻﺳﺘﺸﺎﺭﺓ ﻭﺍﻟﺘﻘﻴﻴﻢ‪ ،‬ﻓﺈﻧﻪ ﻗﺪ ﻻ ﻳﺤﻞ ﺑﺎﻟﻀﺮﻭﺭﺓ ﻣﺤﻞ ﺍﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ ﺍﻻﺳﺘﺸﺎﺭﺓ‪ ،‬ﻭﺧﺎﺻﺔ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪.‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﻠﺘﻌﺎﻳﺶ ﺑﻴﻦ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﻤﻬﻨﻴﻴﻦ ﻣﻦ ﺍﻟﺒﺸﺮ‪.‬‬

‫ﺗﻌﺪﻣﺴﺄﻟﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻟﺜﻮﺭﺓ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﺨﻄﺎﺑﺎﺕ ﺍﺳﺘﻘﻄﺎﺑﺎً ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﻤﻌﺎﺻﺮ‪.‬ﻫﻨﺎﻙ ﺃﺷﺨﺎﺹ ﻳﺼﺮﻭﻥ ﻋﻠﻰ ﺃﻥ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﺳﻴﺠﻌﻞ ﺍﻟﺒﺸﺮ ﻋﻔﺎ ﻋﻠﻴﻬﻢ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ ﺫﻟﻚ‪،‬‬
‫ﻫﻨﺎﻙﻣﻦ ﻳﺆﻛﺪ ﺃﻧﻪ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﻞ ﻣﺤﻞ ﺍﻟﺬﻛﺎء ﺍﻟﺒﺸﺮﻱ )ﺩﻱ ﻛﺮﻳﻤﺮ ﻭﻛﺎﺳﺒﺎﺭﻭﻑ‪ .(2021 ،‬ﺗﺒﺪﻭ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﻔﻜﺮﻳﺔ‬
‫ﺍﻟﻤﺬﻛﻮﺭﺓﺃﻋﻼﻩ ﻋﺎﺯﻣﺔ ﻋﻠﻰ ﻣﺤﺎﻭﻟﺔ ﺇﺛﺒﺎﺕ ﻣﻮﻗﻔﻬﺎ ﻣﻦ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﻟﻜﻦ ﺍﻻﻟﺘﻘﺎء ﻣﻄﻠﻮﺏ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪،‬‬
‫ﻳﺮﻯﺍﻟﻤﺆﻟﻔﻮﻥ ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻟﺒﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺟﺪﻳﺪﺓ ﺗﺪﻣﺞ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻭﺧﺎﺻﺔ‬
‫ﺍﻟﺬﻛﺎءﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﻦ ﺃﺟﻞ ﺇﻧﺘﺎﺝ ﻣﺤﺘﺮﻓﻴﻦ ﺫﻭﻱ ﺧﺒﺮﺓ ﺟﻴﺪﺓ ﻭﻣﺪﺭﺑﻴﻦ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‬
‫ﻭﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﺑﺎﻟﺘﻮﺍﻓﻖ ﻣﻊ ﺫﻟﻚ‪ ،‬ﺃﻓﺎﺩﺕ ﺩﺭﺍﺳﺔ ﺩﻭﻟﻴﺔ )‪ (2019‬ﺃﻥ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﻟﻰ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺠﻤﻊ ﺑﻴﻦ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﻦ ﺃﺟﻞ ﺳﺪ ﺍﻟﻔﺠﻮﺓ ﺍﻟﺘﻲ ﺧﻠﻘﺘﻬﺎ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ‪.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﺃﻓﺎﺩ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﻮﺯﺍﺭﻱ ﻟﻤﻨﻈﻤﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ )‪ (2016‬ﺑﺸﺄﻥ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‬
‫ﺃﻥﺍﻟﻤﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ ﻳﺠﺐ ﺃﻥ ﺗﺸﻤﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﻛﺜﺮ ﻟﻴﻮﻧﺔ ﻣﺜﻞ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﻘﺪﻱ‬
‫ﻭﺍﻟﺤﻜﻢﻭﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﻭﻫﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﻛﻔﺎءﺓ‪ .‬ﻟﺬﻟﻚ‪ ،‬ﻓﻬﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﺃﻧﻪ ﻻ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻻ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﺒﺸﺮﻳﺔﻳﻤﻜﻨﻬﺎ ﺑﻤﻔﺮﺩﻫﺎ ﺣﻞ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﺍﻟﺒﺸﺮﻳﺔ ﻓﻲ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ‪ .‬ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﺗﺴﻌﻰ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ‬
‫ﺍﻗﺘﺮﺍﺡﺃﻥ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻣﺠﻬﺰﻭﻥ ﺑﺎﻟﻤﻌﺮﻓﺔ ﺍﻟﺮﻗﻤﻴﺔ ﻹﺿﺎﻓﺘﻬﺎ ﺇﻟﻰ ﻗﺎﻋﺪﺓ ﻣﻬﺎﺭﺍﺗﻬﻢ‪ .‬ﻳﺒﺪﻭ ﺃﻥ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦﻟﻴﺲ ﻟﺪﻳﻬﻢ ﻣﻬﺎﺭﺍﺕ ﺭﻗﻤﻴﺔ ﻛﺎﻓﻴﺔ‪ .‬ﻭﺟﺪ ﺑﺤﺚ ﺃﺟﺮﺍﻩ ﻣﻌﻬﺪ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﺘﻤﻴﺰ )‪ (SCIE‬ﻭﺍﻟﺠﻤﻌﻴﺔ‬
‫ﺍﻟﺒﺮﻳﻄﺎﻧﻴﺔﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ )‪ (BASW‬ﺃﻥ ﻣﻌﻈﻢ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻳﺸﻌﺮﻭﻥ ﺃﻥ ﺗﺪﺭﻳﺒﻬﻢ ﻻ ﻳﺰﻭﺩﻫﻢ‬
‫ﺑﺎﻟﻘﺪﺭﺍﺕﺍﻟﺮﻗﻤﻴﺔ )‪ .(SCIE, 2019‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﻳﺆﻛﺪ ﻣﻮﻻﻻ ﻭﻣﺎﻛﻮﺑﻴﻠﻲ )‪ (2021‬ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﺨﻠﻮ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﻟﺮﻗﻤﻲ‪.‬ﻭﻣﻦ ﺛﻢ ﺗﻬﺪﻑ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻤﺠﺎﻝ ﻟﻠﺘﺨﺼﺺ‪.‬‬

‫ﺍﻟﻬﺪﻑﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﻬﺪﻑﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺗﻘﺪﻳﻢ ﺗﻮﺻﻴﺎﺕ ﺣﻮﻝ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﻤﺠﺎﻝ‬
‫ﺍﻟﺘﺨﺼﺺﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﻣﺮﺍﺟﻌﺔﺍﻷﺩﺑﻴﺎﺕ ﺣﻮﻝ ﺗﻄﻮﺭﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬

‫ﻳﺴﻠﻂﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺍﻟﻀﻮء ﻋﻠﻰ ﺃﺻﻮﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺧﺎﺻﺔ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﺳﺘﺮﻛﺰ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬
‫ﺑﻌﺪﺫﻟﻚ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬

‫ﺗﻌﻮﺩﺃﺻﻮﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺜﻞ ﺍﻟﻤﻬﻨﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﺇﻟﻰ ﺍﻟﺸﻤﺎﻝ ﺍﻟﻌﺎﻟﻤﻲ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ‬
‫ﻣﻦﺃﻥ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﺘﺨﻠﻒ ﻋﻦ ﺩﻣﺞ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺗﺒﻨﻴﻬﺎ ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺎﺕ‪ ،‬ﺇﻻ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲﻳﻌﻮﺩ ﺇﻟﻰ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ‪ .‬ﻳﻔﺘﺮﺽ ﺭﻳﻤﺮ )‪ (2015‬ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻤﻜﻦ ﺇﺭﺟﺎﻋﻪ ﺇﻟﻰ‬
‫ﺃﻭﺍﺋﻞﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻓﻲ ﺷﻜﻞ ﻣﺠﻤﻮﻋﺎﺕ ﺩﻋﻢ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﺬﺍﺗﻴﺔ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﻭﺫﻛﺮ ﻛﺬﻟﻚ ﺃﻧﻪ ﻓﻲ ﺃﻭﺍﺋﻞ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ ﺑﺪﺃ‬
‫ﺍﻷﺧﺼﺎﺋﻴﻮﻥﺍﻻﺟﺘﻤﺎﻋﻴﻮﻥ ﻓﻲ ﺇﻧﺸﺎء ﺷﺮﻛﺎﺕ ﻭﻋﻴﺎﺩﺍﺕ ﺗﻘﺪﻡ ﺍﻟﻌﻼﺝ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻮﺍﻗﻊ ﺁﻣﻨﺔ‪ .‬ﻭﺗﺸﻤﻞ ﺍﻟﺘﻘﻨﻴﺎﺕ‬
‫ﺍﻟﺘﻲﺗﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﻣﻦ ﺑﻴﻦ ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪ ،‬ﻏﺮﻑ ﺍﻟﺪﺭﺩﺷﺔ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺭﺳﺎﺋﻞ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬
‫)‪ .(Finn & Barak, 2010; Grant & Grobman, 1998; Martinez & Clark, 2000‬ﻳﺸﻌﺮ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺑﺎﻟﺤﻴﺮﺓ ﻣﻦ‬
‫ﺑﻂءﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﺻﻮﻟﻬﺎ ﻓﻲ ﻣﻬﻨﺔ ﺍﻟﺘﺘﺒﻊ ﺍﻟﺘﻲ ﺗﻌﻮﺩ ﺇﻟﻰ ﺃﻭﺍﺋﻞ ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ‪.‬‬

‫‪614‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻟﻘﺪﺗﻤﻴﺰ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ ﺑﺘﻄﻮﺭﺍﺕ ﻛﺒﻴﺮﺓ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻳﺮﻯ ﺍﻟﻤﺆﻟﻔﻮﻥ‪ ،‬ﻛﻤﻤﺎﺭﺳﻴﻦ ﻓﻲ ﺍﻟﻌﻤﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪،‬ﺃﻥ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻛﺎﻥ ﺑﻄﻴﺌﺎً ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﺴﻨﻮﺍﺕ ﺣﺘﻰ ﺍﻵﻥ‪ .‬ﻟﻘﺪ ﺳﺎﻫﻤﺖ ﺟﺎﺋﺤﺔ‬
‫ﻛﻮﻓﻴﺪ‪19-‬ﻓﻲ ﺗﺴﺮﻳﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻓﻲ ﻗﻄﺎﻋﺎﺕ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ )‪& Kelly, 2021‬‬
‫‪ .(Pink, Ferguson‬ﻻﺣﻆ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺃﻥ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺘﻜﺒﻴﺮ‪/‬‬
‫ﺍﻟﺘﺼﻐﻴﺮ‪،‬ﻭﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﻭﺳﻜﺎﻳﺐ‪ ،‬ﻭﻳﻮﺗﻴﻮﺏ ﻟﺘﻘﺪﻳﻢ ﺍﻟﺨﺪﻣﺎﺕ ﻟﻠﻌﻤﻼء‪ ،‬ﺍﻟﺬﻳﻦ ﻛﺎﻥ ﺑﻌﻀﻬﻢ ﻓﻲ ﺍﻟﺤﺠﺮ ﺍﻟﺼﺤﻲ‬
‫ﻭﺍﻟﻌﺰﻟﺔﺑﺴﺒﺐ ﻛﻮﻓﻴﺪ‪ .19-‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﺍﺭﺗﻔﻊ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﺧﺪﻣﺎﺕ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔﺑﺴﺒﺐ ﺣﻘﻴﻘﺔ ﺃﻥ ﺍﻟﻔﻴﺮﻭﺱ ﻟﻪ ﺁﺛﺎﺭ ﺳﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺮﻓﺎﻫﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻨﺎﺱ )‪.(Amadasun، 2020‬‬
‫ﺑﻴﻨﻤﺎﻛﺎﻥ ﺍﻟﻤﻤﺎﺭﺳﻮﻥ ﺍﻟﻄﺒﻴﻮﻥ ﻳﻜﺎﻓﺤﻮﻥ ﻣﺴﺒﺒﺎﺕ ﺍﻟﻔﻴﺮﻭﺱ ﻭﻋﻼﺟﻪ ﻭﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻪ‪ ،‬ﺗﻮﻗﻒ ﺍﻷﺧﺼﺎﺋﻴﻮﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﻮﻥ‬
‫ﻭﺍﻟﻤﻬﻨﻴﻮﻥﺍﻟﻤﺘﺤﺎﻟﻔﻮﻥ ﻣﻌﻬﻢ ﻋﻦ ﺗﺤﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺗﻌﺰﻳﺰ ﺍﻟﺮﻓﺎﻫﻴﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻸﺷﺨﺎﺹ ﺍﻟﻤﺘﺄﺛﺮﻳﻦ‬
‫ﻭﺍﻟﻤﺼﺎﺑﻴﻦﺑـ ‪.Covid-19‬‬

‫ﻋﻼﻭﺓﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺑﺪﺃ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﺑﻮﺗﻴﺮﺓ‬
‫ﺑﻄﻴﺌﺔ‪.‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻢ ﻳﺤﺘﻀﻦ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﺑﺸﻜﻞ ﻛﺎﻣﻞ ﺑﻌﺪ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ ﺗﻈﻬﺮ‬
‫ﺃﻥﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻠﻌﺐ ﺩﻭﺭﺍً ﺣﺎﺳﻤﺎً ﻓﻲ ﻣﻤﺎﺭﺳﺔ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﻣﺠﺘﻤﻊ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬ﺗﻢ ﻧﺸﺮ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻠﺼﺤﺔ ﺍﻟﺘﻲ ﻃﻮﺭﻫﺎ ﺃﺳﺘﺎﺫ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺇﺭﻳﻚ ﺭﺍﻳﺲ‪ ،‬ﻭﺍﻟﻤﺆﺳﺲ ﺍﻟﻤﺸﺎﺭﻙ ﻟﻤﺮﻛﺰ‬
‫ﺟﺎﻣﻌﺔﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ ﻟﻠﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ )‪ ،(CAIS‬ﻭﺃﺳﺘﺎﺫ ﺍﻟﻬﻨﺪﺳﺔ ﻣﻴﻠﻴﻨﺪ ﺗﺎﻣﺒﻲ‪ ،‬ﻻﺧﺘﻴﺎﺭ ﻣﺜﻘﻔﻲ ﺍﻷﻗﺮﺍﻥ ﻓﻲ ﻣﺠﺎﻝ ﻓﻴﺮﻭﺱ‬
‫ﻧﻘﺺﺍﻟﻤﻨﺎﻋﺔ ﺍﻟﺒﺸﺮﻳﺔ‪/‬ﺍﻹﻳﺪﺯ ﺑﻴﻦ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻤﺸﺮﺩﻳﻦ ﻣﻦ ﺃﺟﻞ ﺇﺯﺍﻟﺔ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺘﺤﻴﺰﺍﺕ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻓﻲ‬
‫ﻋﻤﻠﻴﺔﺍﻻﺧﺘﻴﺎﺭ )ﺗﺎﻣﺒﻲ ﻭﺭﺍﻳﺲ‪ .(2018 ،‬ﻳﺬُﻛﺮ ﺃﻥ ﻫﺆﻻء ﺍﻟﻤﺜﻘﻔﻴﻦ ﻣﻦ ﺍﻷﻗﺮﺍﻥ ﻟﻌﺒﻮﺍ ﺩﻭﺭﺍً ﻻ ﻳﺼﺪﻕ ﻓﻲ ﺯﻳﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡﺍﻟﻮﺍﻗﻲ ﺍﻟﺬﻛﺮﻱ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﺆﻛﺪ ﻣﻮﻻﻻ ﻭﻣﺎﻛﻮﺑﻴﻠﻲ )‪ (2021‬ﺃﻧﻪ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‬
‫ﻟﻤﻌﺎﻟﺠﺔﺗﺤﺪﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺧﻼﻝ ﻧﺸﺮ ﺭﻭﺑﻮﺗﺎﺕ ﺍﻟﺪﺭﺩﺷﺔ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻨﺒﺆﻱ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻓﻬﻲ ﺣﻘﻴﻘﺔ ﻻ ﺟﺪﺍﻝ ﻓﻴﻬﺎ‬
‫ﺃﻥﻣﺴﺘﻘﺒﻞ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﺘﺸﺎﺑﻚ ﻣﻊ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﻣﻦ ﻣﺼﻠﺤﺔ ﺍﻟﻤﻬﻨﺔ ﺃﻥ ﺗﺘﺒﻨﻰ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ‪ -‬ﻷﻧﻪ‬
‫ﻟﺪﻳﻪﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﻓﻌﺎﻟﻴﺔ ﺧﺪﻣﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‬

‫ﻗﺪﻳﺒﺪﻭ ﺍﻷﻣﺮ ﻛﻤﺎ ﻟﻮ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺍﻟﺘﻘﺎء ﺑﻴﻦ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﻟﻜﻦ ﻭﺟﻮﺩ ﺍﻷﺧﻴﺮ ﻓﻲ ﻛﻞ‬
‫ﻣﻜﺎﻥﻟﻪ ﺗﺄﺛﻴﺮ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻌﻤﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻛﺎﻥ ﺑﺎﻫﺘﺎً‪ ،‬ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﺗﺘﺒﻨﻰ ﺍﻟﻤﻬﻨﺔ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﺗﺨﺼﻴﺼﻪ‬
‫ﻟﻠﺘﺄﻛﺪﻣﻦ ﺃﻧﻪ ﻳﻠﺒﻲ ﺍﻷﺣﻜﺎﻡ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺘﻲ ﻳﺮﺗﻜﺰ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﻟﻐﺮﺽ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮء ﻋﻠﻰ ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻤﺤﺘﻤﻞ‬
‫ﺍﻟﺬﻱﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺪﺛﻪ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺎﺕ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ؛ ‪chatbot‬‬
‫ﻭﺍﻟﺘﺤﻠﻴﻞﺍﻟﺘﻨﺒﺆﻱ‪.‬‬

‫ﺍﻟﺘﺤﻠﻴﻞﺍﻟﺘﻨﺒﺆﻱ‬

‫ﻳﻌﺪﺍﺿﻄﺮﺍﺏ ﺍﻻﻛﺘﺌﺎﺏ ﺍﻟﺸﺪﻳﺪ )‪ (MDD‬ﻭﺍﺿﻄﺮﺍﺏ ﺍﻟﻘﻠﻖ ﺍﻟﻌﺎﻡ )‪ (GAD‬ﻣﻦ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻟﻠﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪.‬‬
‫ﻳﺸُﺎﺭﺇﻟﻰ ﺍﺿﻄﺮﺍﺏ ﺍﻻﻛﺘﺌﺎﺏ ﺍﻟﺮﺋﻴﺴﻲ )‪ (MDD‬ﺑﺎﻧﺨﻔﺎﺽ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻤﺰﺍﺟﻴﺔ ﻭﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﻄﺎﻗﺔ ﻭﺍﻟﺸﻬﻴﺔ ﻭﺃﻧﻤﺎﻁ ﺍﻟﻨﻮﻡ ﻏﻴﺮ‬
‫ﺍﻟﻤﻨﺘﻈﻤﺔﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻻﻧﺘﺤﺎﺭﻳﺔ )‪ .(Fava & Kendler، 2000‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﺘﻤﻴﺰ ﺍﺿﻄﺮﺍﺏ ﺍﻟﻘﻠﻖ ﺍﻟﻌﺎﻡ‬
‫)‪ (GAD‬ﺑﺸﻌﻮﺭ ﻻ ﻫﻮﺍﺩﺓ ﻓﻴﻪ ﻭﻻ ﻳﻤﻜﻦ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻪ ﺑﺎﻟﻘﻠﻖ ﺍﻟﺬﻱ ﻳﺤﺪﺙ ﻓﻲ ﺟﻮﺍﻧﺐ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺣﻴﺎﺓ ﺍﻟﺸﺨﺺ‬
‫)‪ .(Lader, 2015‬ﻳﻤﺜﻞ ﻛﻞ ﻣﻦ ‪ MDD‬ﻭ‪ GAP‬ﺳﺒﺐ ﺍﻹﻋﺎﻗﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﺗﻈﻬﺮ ﺍﻷﺩﺑﻴﺎﺕ ﺃﻥ ‪ MDD‬ﻭ‬
‫‪ GAP‬ﻳﺼﻌﺐ ﺍﻛﺘﺸﺎﻓﻬﻤﺎ ﻧﻈﺮﺍً ﻷﻧﻬﻤﺎ ﻣﻦ ﺫﻭﻱ ﺍﻟﺨﺒﺮﺓ ﺩﺍﺧﻠﻴﺎً )‪ ،(Kessler et al., 2002‬ﻭﻗﺪ ﻳﺆﺩﻳﺎﻥ ﺇﻟﻰ ﺗﻔﺎﻗﻢ ﺍﻟﻌﻤﻞ‬
‫ﺍﻹﺿﺎﻓﻲﻓﻲ ﻏﻴﺎﺏ ﺍﻟﻜﺸﻒ ﺍﻟﻤﺒﻜﺮ‪ .‬ﻣﻦ ﺃﺟﻞ ﺇﻳﺠﺎﺩ ﻃﺮﻕ ﻻﻛﺘﺸﺎﻑ ‪ MDD‬ﻭ‪ ،GAP‬ﻫﻨﺎﻙ ﺩﺭﺍﺳﺔ ﺗﻬﺪﻑ ﺇﻟﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺃﺣﺪﺙﻧﻤﻮﺫﺝ ﺗﻨﺒﺆﻱ ﻟﻠﺘﻌﻠﻢ ﺍﻵﻟﻲ ﻻﻛﺘﺸﺎﻑ ‪ MDD‬ﻭ‪ GAP‬ﻣﻦ ﺇﻋﺎﺩﺓ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺩﺭﺍﺳﺔ ﺭﺻﺪﻳﺔ‪ .‬ﻭﻓﻘﺎ ﻟﻨﻴﻤﻴﺴﻮﺭ‬
‫ﻭﺁﺧﺮﻭﻥ‪ ،(2021).‬ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻲ ﺃﻭﻝ ﻧﻤﻮﺫﺝ ﺗﻨﺒﺆﻱ ﻟﻠﻜﺸﻒ ﻋﻦ ‪ MDD‬ﻭ‪ GAP‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺠﻼﺕ ﺍﻟﺼﺤﻴﺔ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔﻣﻊ ﺍﺣﺘﻤﺎﻝ ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻠﺘﺸﺨﻴﺼﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻏﻴﺮ ﺍﻟﻤﻌﺮﻭﻓﺔ‪.‬‬

‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﺗﻢ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮء ﻋﻠﻰ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻤﻌﻴﺸﻴﺔ ﻭﺍﻟﺘﺄﻣﻴﻦ ﺍﻟﻌﺎﻡ ﻛﻌﻮﺍﻣﻞ ﺗﻨﺒﺆﻳﺔ ﺭﺋﻴﺴﻴﺔ ﻻﺿﻄﺮﺍﺏ‬
‫ﺍﻻﻛﺘﺌﺎﺏﺍﻟﺮﺋﻴﺴﻲ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﻢ ﺗﺤﺪﻳﺪ ﺍﻟﺘﻄﻌﻴﻤﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺎﺭﻳﺠﻮﺍﻧﺎ ﻛﻤﻴﺰﺍﺕ ﺭﺋﻴﺴﻴﺔ ﻟـ (‪et al., 2021‬‬
‫‪ .GAP )Nemesure‬ﻳﻨُﺴﺐ ﺇﻟﻰ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺗﺰﻭﻳﺪ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ‬
‫ﺃﺟﻞﺗﻘﺪﻳﻢ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻹﺣﺎﻟﺔ ﻟﻸﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ‪ MDD‬ﺃﻭ ‪ .GAP‬ﺩﻱ ﺷﻮﺩﺭﻱ ﻭﺁﺧﺮﻭﻥ‪ (2013) .‬ﺩﺭﺍﺳﺔ ﻋﻠﻰ‬
‫ﺍﻟﺘﻐﺮﻳﺪﺍﺕﺍﻻﺳﺘﺮﺟﺎﻋﻴﺔ ﺑﻬﺪﻑ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻻﻛﺘﺌﺎﺏ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻠﻴﻞ‬

‫‪615‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻣﺜﻞﻫﺬﻩ ﺍﻟﺘﻐﺮﻳﺪﺍﺕ ﻭﺍﻟﻤﻠﻒ ﺍﻟﺸﺨﺼﻲ ﻟﻤﺴﺘﺨﺪﻣﻲ ﺗﻮﻳﺘﺮ‪ .‬ﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻋﻠﻰ ﻟﻐﺔ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻭﻋﻮﺍﻃﻔﻪ ﻭﻣﺸﺎﺭﻛﺘﻪ‬
‫ﻟﻠﺘﺄﻛﺪﻣﻦ ﻭﺟﻮﺩ ﻋﻼﻣﺎﺕ ﺍﻻﻛﺘﺌﺎﺏ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻫﻲ ﺃﺩﻭﺍﺕ ﻣﻬﻤﺔ ﻳﻤﻜﻦ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪،‬‬
‫ﻣﻦﺑﻴﻦ ﻣﻤﺎﺭﺳﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻓﻲ ﺗﺪﺧﻼﺗﻬﻢ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﺮﺽ ﺍﻟﻌﻘﻠﻲ‪ .‬ﻳﺮﻯ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺃﻥ‬
‫ﺍﻟﻨﻤﺎﺫﺝﺍﻟﺘﻨﺒﺆﻳﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺎﻋﺪ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻓﻲ ﺍﻟﻜﺸﻒ ﺍﻟﻤﺒﻜﺮ ﻋﻦ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻬﺎ ‪-‬‬
‫ﺣﻴﺚﺗﺄﻛﺪﻭﺍ ﻣﻦ ﺧﺒﺮﺗﻬﻢ ﺍﻟﻌﻤﻠﻴﺔ ﻛﺄﺧﺼﺎﺋﻴﻴﻦ ﺍﺟﺘﻤﺎﻋﻴﻴﻦ ﺃﻥ ﻣﻌﻈﻢ ﺗﺤﺪﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻻ ﻳﺘﻢ ﺍﻛﺘﺸﺎﻓﻬﺎ ﺇﻻ ﻋﻨﺪﻣﺎ‬
‫ﺗﺘﻔﺎﻗﻢﺑﺴﺒﺐ ﺍﻻﻓﺘﻘﺎﺭ ﺇﻟﻰ ﻭﺳﺎﺋﻞ ﻣﺘﻄﻮﺭﺓ‪ .‬ﻭﻧﻤﺎﺫﺝ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻻﺳﺘﺒﺎﻗﻴﺔ‪.‬‬

‫ﺭﻭﺑﻮﺗﺎﺕﺍﻟﺪﺭﺩﺷﺔ‬

‫ﻭﻧﻈﺮﺍًﻟﻠﺘﺤﻮﻝ ﺍﻟﺮﻗﻤﻲ ﺍﻟﺴﺮﻳﻊ‪ ،‬ﻣﻦ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﺗﻠﻌﺐ ﺭﻭﺑﻮﺗﺎﺕ ﺍﻟﺪﺭﺩﺷﺔ ﺩﻭﺭﺍً ﻻ ﻳﻤﻜﻦ ﻣﺤﻮﻩ ﻓﻲ ﻣﻌﺎﻟﺠﺔ ﺗﺤﺪﻳﺎﺕ‬
‫ﺍﻟﺼﺤﺔﺍﻟﻌﻘﻠﻴﺔ‪ .‬ﺇﻥ ‪ Chatbots‬ﻫﻲ ﺗﻘﻨﻴﺎﺕ ﺫﻛﺎء ﺍﺻﻄﻨﺎﻋﻲ ﺗﺘﻴﺢ ﺇﺟﺮﺍء ﺍﻟﻤﺤﺎﺩﺛﺎﺕ ﻭﺍﻟﺘﻔﺎﻋﻼﺕ ﻣﻊ ﺍﻟﺒﺸﺮ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻠﻐﺎﺕﺍﻟﻤﻨﻄﻮﻗﺔ ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﻭﺍﻟﻤﺮﺋﻴﺔ )‪ .(Abd-Alrazaq et al., 2019‬ﻓﻲ ﺣﻴﻦ ﺃﻧﻪ ﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺨﻮﻑ ﺑﺸﺄﻥ ﻣﺪﻯ‬
‫ﻣﻼءﻣﺔﺑﺮﺍﻣﺞ ﺍﻟﺪﺭﺩﺷﺔ ﺍﻵﻟﻴﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﺗﺤﺪﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻓﺈﻥ (‪ Vaidyam et al. )2019‬ﻳﺮﺳﻢ ﻧﻈﺮﺓ ﻗﺎﺗﻤﺔ‬
‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﺎﻟﻨﻘﺺ ﺍﻟﻌﺎﻟﻤﻲ ﻓﻲ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻳﻤﻜﻦ ﻟﺮﻭﺑﻮﺗﺎﺕ‬
‫ﺍﻟﺪﺭﺩﺷﺔﺃﻥ ﺗﺰﻳﺪ ﺍﻟﻔﺠﻮﺓ‪ .‬ﻳﺴﺘﻨﺘﺞ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺃﻥ ﻋﺪﻡ ﺍﻟﺘﻄﺎﺑﻖ ﺑﻴﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻤﻨﺨﻔﺾ ﻣﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔﻭﺍﺭﺗﻔﺎﻉ ﺍﻟﻄﻠﺐ ﻋﻠﻰ ﺧﺪﻣﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺆﺩﻱ ﺇﻟﻰ ﺍﻧﺘﺸﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﺭﻭﺑﻮﺗﺎﺕ ﺍﻟﺪﺭﺩﺷﺔ ﻓﻲ‬
‫ﻣﻌﺎﻟﺠﺔﺗﺤﺪﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪.‬‬

‫ﺗﻨﺸﺮﻭﺣﺪﺓ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻄﻼﺑﻲ ﺑﺠﺎﻣﻌﺔ ﺑﺮﻳﺘﻮﺭﻳﺎ ﺭﻭﺑﻮﺕ ﺩﺭﺩﺷﺔ ﻳﺴﻤﻰ ‪ SCU-B‬ﻟﺘﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺍﺳﺘﺸﺎﺭﻳﺔ ﻟﻠﻄﻼﺏ‬
‫ﻓﻲﻣﺤﺎﻭﻟﺔ ﻟﺘﻮﺳﻴﻊ ﻧﻄﺎﻕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺼﺤﻴﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻷﻭﻟﻴﺔ )ﻣﺎﺛﻴﺒﻴﻼ‪ .(2021 ،‬ﻳﺘﻢ ﻧﺸﺮ ‪ SCU-B‬ﺿﻤﻦ ﻧﻤﻮﺫﺝ ﻣﺨﺘﻠﻂ ﻭﻫﻮ‬
‫ﺃﻳﻀﺎًﺍﺳﺘﺸﺎﺭﺓ ﺷﺨﺼﻴﺔ ﺗﻘﻠﻴﺪﻳﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﻟﺪﺭﺩﺷﺔ ﺍﻵﻟﻴﺔ ﻣﺜﻞ ‪ Woebot‬ﻭ‪Help4Mood‬‬
‫ﻓﻲﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ ﺍﻟﻤﻌﺮﻓﻲ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﻻﻛﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻖ‪ .‬ﻭﻣﻦ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﺗﻌﻤﻞ ﺭﻭﺑﻮﺗﺎﺕ‬
‫ﺍﻟﺪﺭﺩﺷﺔﻣﺜﻞ ‪ SCU-B‬ﻭ‪ Woebot‬ﻭ‪ Help4Mood‬ﻋﻠﻰ ﺗﻌﺰﻳﺰ ﻓﻌﺎﻟﻴﺔ ﻭﺣﺪﺓ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺑﺎﻟﺠﺎﻣﻌﺔ‪ ،‬ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺠﺎﺋﺤﺔﻛﻮﻓﻴﺪ‪.19-‬‬

‫ﺍﻟﻤﻨﻬﺠﻴﺔ‬

‫ﻭﻗﺪﺍﺧﺘﺎﺭﺕ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﻛﻤﻨﻬﺠﻴﺔ‪ .‬ﻭﻗﺪ ﺗﻢ ﺍﻋﺘﻤﺎﺩ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻭﻳﺸﻴﺮﺑﺮﻭﻡ )‪ (1993‬ﺇﻟﻰ ﺃﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﺗﻤﻜﻦ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﻓﻬﻢ ﻣﺘﻌﻤﻖ ﻟﻈﺎﻫﺮﺓ ﻣﺎ ﻣﻦ ﺧﻼﻝ‬
‫ﺗﻠﺨﻴﺺﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﻔﺘﺮﺽ ﺗﻮﺭﺍﻛﻮ )‪ (2005‬ﺃﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﺗﻬﺪﻑ ﺇﻟﻰ ﺗﻘﻴﻴﻢ‬
‫ﺍﻟﻨﻘﺪﻭﺗﻮﻟﻴﻒ ﺍﻷﺩﺑﻴﺎﺕ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻮﺻﻴﺔ ﺑﺄﻓﻜﺎﺭ ﻭﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺟﺪﻳﺪﺓ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻳﺆﻛﺪ ﺳﻨﺎﻳﺪﺭ )‪ (2019‬ﺃﻥ ﻣﺮﺍﺟﻌﺔ‬
‫ﺍﻷﺩﺑﻴﺎﺕﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﺗﻤﻜﻦ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻘﺪﻱ ﻟﻈﺎﻫﺮﺓ ﻣﺎ ﻷﻏﺮﺍﺽ ﺗﺤﺴﻴﻦ ﺍﻟﻤﻌﺮﻓﺔ ﻭﺍﻟﻨﻈﺮﻳﺔ ﻣﻊ ﺗﻄﻮﺭ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻊ ﻣﺮﻭﺭ‬
‫ﺍﻟﻮﻗﺖ‪.‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻓﺈﻥ ﺍﻟﻬﺪﻑ ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻫﻮ ﻧﻘﺪ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺗﺤﺪﻳﺪﺍً ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻣﻦ ﺃﺟﻞ‬
‫ﺍﻗﺘﺮﺍﺡﺑﺮﻧﺎﻣﺞ ﻣﺎﺟﺴﺘﻴﺮ )ﺩﻭﺭﺍﺕ ﺩﺭﺍﺳﻴﺔ( ﻣﻔﺎﻫﻴﻤﻲ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫ﻭﻟﺬﻟﻚ‪،‬ﻓﺈﻥ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻣﻜﻨﺖ ﺍﻟﻤﺆﻟﻔﻴﻦ ﻣﻦ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺗﻘﺪﻳﻢ‬
‫ﺗﻮﺻﻴﺎﺕﻟﺒﺮﻧﺎﻣﺞ ﻳﺴﻌﻰ ﺇﻟﻰ ﺗﻌﺰﻳﺰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪.‬‬

‫ﺑﺤﺚﺍﻷﺩﺏ‬

‫ﺗﺴﺘﻤﺪﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻷﺩﺑﻴﺎﺕ ﻣﻦ ﺍﻟﻤﺠﻼﺕ ﺍﻟﺘﻲ ﻳﺮﺍﺟﻌﻬﺎ ﺍﻟﻨﻈﺮﺍء ﻭﻣﻨﺸﻮﺭﺍﺕ ﺍﻟﺸﺮﻛﺎﺕ ﺫﺍﺕ ﺍﻟﻤﺼﺪﺍﻗﻴﺔ ﺣﻮﻝ‬
‫ﺍﻟﺬﻛﺎءﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪ .‬ﺗﻤﺜﻞ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻓﻲ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
‫ﺣﻮﺍﻟﻲ‪ %50‬ﻣﻦ ﺍﻟﻤﻘﺎﻻﺕ ﻓﻲ ﺍﻷﺩﺏ )‪ .(Randolph, 2009; Whittemore & Knafl, 2005‬ﻭﻣﻦ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﺍﻟﺮﻗﻤﻨﺔ‬
‫ﺭﺑﻤﺎﺗﻜﻮﻥ ﻗﺪ ﺩﻓﻌﺖ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻓﻲ ﻗﻮﺍﻋﺪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻋﻦ ﺍﻟﻤﻘﺎﻻﺕ‪ .‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ‬
‫ﺍﻟﻐﺎﻳﺔ‪،‬ﺍﺳﺘﺨﺪﻡ ﻣﺆﻟﻔﻮ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﺤﺮﻛﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﺜﻞ ‪ Google‬ﻭ‪ .Google Scholar‬ﺗﺄﻛﺪ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺃﻳﻀﺎً‬
‫ﻣﻦﺃﻥ ﺍﻟﻤﻘﺎﻻﺕ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﺍﻟﻤﺠﻼﺕ ﺍﻟﺘﻲ ﻳﺮﺍﺟﻌﻬﺎ ﺍﻟﻨﻈﺮﺍء ﻭﺍﻟﺘﻌﺎﻭﻥ‪/‬ﺍﻟﻤﻨﻈﻤﺎﺕ ﺫﺍﺕ ﺍﻟﻤﺴﺎﻫﻤﺔ ﺍﻟﻤﻮﺛﻮﻗﺔ ﻓﻲ ﺍﻟﺬﻛﺎء‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲﻭﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻛﺎﻧﺖ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﻷﺩﺑﻴﺎﺕ ﻓﻲ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺷﺎﻣﻠﺔ‬

‫‪616‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻣﻦﺃﺟﻞ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻣﺘﻌﻤﻘﺔ ﺣﻮﻝ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺿﻤﺎﻥ ﺗﻘﻠﻴﻞ ﺍﻟﺘﺤﻴﺰ‬
‫ﺍﻟﻤﺤﺘﻤﻞﺇﻟﻰ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻛﻤﺎ ﻳﻘﺮ ﻭﺍﻳﺘﻤﻮﺭ )‪ (2007‬ﺑﺄﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺸﺎﻣﻠﺔ ﺗﻬﺪﻑ ﺇﻟﻰ ﺍﻟﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻟﺘﺤﻴﺰ ﻓﻲ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﻤﺮﺍﺟﻌﺔ‪.‬ﺍﺳﺘﺨﺪﻣﺖ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻛﻠﻤﺎﺕ ﻭﻋﺒﺎﺭﺍﺕ ﺭﺋﻴﺴﻴﺔ ﻣﺜﻞ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪ ،‬ﻭﺍﻟﺬﻛﺎء‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲﻭﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪.‬‬

‫ﻣﻌﺎﻳﻴﺮﺍﻻﻧﺘﻘﺎء ﻭﺍﻹﻗﺼﺎء‬

‫ﺗﻤﻜﻦﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻀﻤﻴﻦ ﻭﺍﻻﺳﺘﺒﻌﺎﺩ ﺍﻟﻤﺮﺍﺟﻌﻴﻦ ﻣﻦ ﻓﺼﻞ ﺍﻷﺩﺑﻴﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻋﻦ ﺍﻷﺩﺑﻴﺎﺕ‬

‫ﻭﺍﺣﺪﻏﻴﺮ ﺫﻱ ﺻﻠﺔ‪ .‬ﻣﻦ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﺗﺴﺘﺨﺮﺝ ﻣﺮﺍﺟﻌﺎﺕ ﺍﻷﺩﺑﻴﺎﺕ ﺑﻴﺎﻧﺎﺕ ﺿﺨﻤﺔ‪ ،‬ﻟﺬﻟﻚ ﻳﻘﺘﺮﺡ ﻣﻴﻠﻴﻠﻮ )‪ (2020‬ﺃﻥ ﻣﻌﺎﻳﻴﺮ‬
‫ﺍﻟﺘﻀﻤﻴﻦﻭﺍﻻﺳﺘﺒﻌﺎﺩ ﺗﻤﻜﻦ ﺍﻟﻤﺮﺍﺟﻌﻴﻦ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻷﺩﺑﻴﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬
‫ﺫﻟﻚ‪،‬ﻳﺮﻯ ﺇﻳﻔﺎﻧﺰ )‪ (2007‬ﺃﻥ ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻀﻤﻴﻦ ﻭﺍﻻﺳﺘﺒﻌﺎﺩ ﺗﻌﻮﺽ ﺧﻄﺮ ﺍﻟﺘﺤﻴﺰ ﻷﻧﻬﺎ ﺗﻤﻜﻦ ﺍﻟﻘﺮﺍء ﻣﻦ ﺇﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ‬
‫ﻣﺴﺘﻨﻴﺮﺓﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺼﺤﺔ ﺍﻟﻤﺮﺍﺟﻌﺔ ‪ -‬ﻧﻈﺮﺍً ﻷﻧﻬﺎ ﺗﻨﺺ ﺑﻮﺿﻮﺡ ﻋﻠﻰ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻟﺘﻀﻤﻴﻦ ﺃﻭ ﺍﺳﺘﺒﻌﺎﺩ ﺑﻌﺾ‬
‫ﺍﻷﺩﺑﻴﺎﺕ ‪.‬ﻓﻲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﻢ ﺗﻀﻤﻴﻦ ﺍﻷﺩﺑﻴﺎﺕ ﻭﺍﺳﺘﺒﻌﺎﺩﻫﺎ ﺑﻨﺎء ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫ﺗﻀﻤﻴﻦ‪:‬ﺗﺘﻀﻤﻦ ﺍﻟﻮﺭﻗﺔ ﺍﻷﺩﺑﻴﺎﺕ ﻋﻠﻰ ﺃﻥ ﺗﺘﻨﺎﻭﻝ ﻣﻮﺿﻮﻋﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ ﻓﻲ‬
‫ﺍﻟﻤﻬﻦﺍﻟﻤﺴﺎﻋﺪﺓ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﺗﻢ ﺗﻀﻤﻴﻦ ﺍﻷﺩﺑﻴﺎﺕ ﻷﻧﻬﺎ ﺗﻐﻄﻲ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪.‬‬

‫ﺍﻻﺳﺘﺒﻌﺎﺩ‪:‬ﻳﺘﻢ ﺍﺳﺘﺒﻌﺎﺩ ﺍﻷﺩﺏ ﻣﻦ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ ﻻ ﻳﻐﻄﻲ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﺳﺘﺨﺪﺍﻣﺎﺗﻪ ﻓﻲ‬
‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﻻ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪.‬‬

‫ﺗﺤﻠﻴﻞﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻋﺘﻤﺪﺕﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻮﺿﻮﻋﻴﺔ‪ .‬ﻳﺼﻒ ﺃﻭﻟﻴﺮﻱ )‪ (2014‬ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻤﻮﺍﺿﻴﻌﻲ ﺑﺄﻧﻪ ﻃﺮﻳﻘﺔ ﺗﺤﻠﻴﻞ‬
‫ﻳﺘﻢﻣﻦ ﺧﻼﻟﻬﺎ ﺗﺼﻨﻴﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﻣﻮﺿﻮﻋﺎﺕ ﻳﺘﻢ ﺗﺤﻠﻴﻠﻬﺎ ﺑﺸﻜﻞ ﻣﻨﻔﺼﻞ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﺆﻛﺪ ﺑﺮﺍﻳﻤﺎﻥ )‪(2012‬‬
‫ﺃﻥﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻤﻮﺍﺿﻴﻌﻲ ﻳﺘﻀﻤﻦ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺑﻨﺎء ﺍﻟﺮﻣﻮﺯ ﻭﺗﻮﻓﻴﺮ ﺍﻷﺳﺎﺱ ﻟﻔﻬﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﺍﻋﺘﻤﺪﺍﻟﻤﺆﻟﻔﻮﻥ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻤﻮﺿﻮﻋﻲ ﻷﻧﻪ ﻣﻜﻨﻬﻢ ﻣﻦ ﺗﻘﺴﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻷﺩﺏ ﺑﻤﺮﻭﻧﺔ ﺇﻟﻰ ﻣﻮﺿﻮﻋﻴﻦ ﺭﺋﻴﺴﻴﻴﻦ‪:‬‬
‫ﺍﻟﺘﻄﻮﻳﺮﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﻭﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪.‬‬

‫ﺍﻟﻤﻮﺟﻮﺩﺍﺕ‬

‫ﺗﻮﺻﻠﺖﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﻟﺘﻄﻮﻳﺮﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ )‪(CPD‬‬

‫ﻟﻤﻮﺍﻛﺒﺔﺍﻟﻤﻌﺎﻳﻴﺮ ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺃﻧﺸﺄ ﺍﻟﻤﺠﻠﺲ ﺍﻟﻤﻬﻨﻲ ﻟﻠﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ )‪ SACSSP (PBSW‬ﻧﻈﺎﻡ‬
‫ﺍﻟﺘﻄﻮﻳﺮﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ )‪ (CPD‬ﻣﻦ ﺃﺟﻞ ﺗﻌﺰﻳﺰ ﺟﻮﺩﺓ ﺧﺪﻣﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ )‪ .(SACSSP، 2019‬ﺫﻛﺮ ﺍﻹﺷﻌﺎﺭ ﺍﻟﻌﺎﻡ‬
‫ﺭﻗﻢ‪ 6‬ﻟﻌﺎﻡ ‪ 2020‬ﺍﻟﺨﺎﺹ ﺑـ ‪ SACSSP‬ﺃﻥ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﺍﻟﺬﻳﻦ ﻳﻤﺎﺭﺳﻮﻥ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻳﺠﺐ‬
‫ﺃﻥﻳﺤﺼﻠﻮﺍ ﻋﻠﻰ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ‪ 5‬ﻧﻘﺎﻁ ‪ CPD‬ﺳﻨﻮﻳﺎً ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ )‪، 2020‬‬
‫‪ .(SACSSP‬ﺗﻤﻴﻞ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺐ ﻫﺬﻩ ﺇﻟﻰ ﺃﻥ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺮﺳﻤﻴﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻳﻤﻜﻦ ﻟﻠﻌﺎﻣﻠﻴﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦﺍﻹﻟﻜﺘﺮﻭﻧﻴﻴﻦ ﻭﺍﻟﻤﻤﺎﺭﺳﻴﻦ ﺟﻤﻊ ﺍﻟﻤﻌﺮﻓﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ﺣﻮﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﻤﺠﺎﻟﻬﻢ‪.‬‬

‫ﻳﻤﻜﻦﻟﻠﺘﻄﻮﻳﺮ ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﺑﺸﺄﻥ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺗﻤﻜﻴﻦ ﻭﺗﺸﺠﻴﻊ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‬
‫ﺍﻟﻤﻬﺮﺓﻭﺫﻭﻱ ﺍﻟﻤﻌﺮﻓﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻤﺸﺎﺭﻛﺔ ﻣﻌﺎﺭﻓﻬﻢ ﻭﺧﺒﺮﺍﺗﻬﻢ ﻣﻊ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﻴﻦ ﺍﻟﻨﺎﺷﺌﻴﻦ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻳﻤﻜﻦ ﻟﻠﺘﻄﻮﻳﺮ ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﻟﻤﻤﺎﺭﺳﻴﻦ ﻋﻠﻰ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺠﺪﻳﺪﺓ ﻭﺍﻟﻨﺎﺷﺌﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﺍﻟﺮﻗﻤﻲﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻳﻤﻜﻦ ﻟﻬﺬﻩ ﺍﻟﺒﺮﺍﻣﺞ ﺃﻥ ﺗﻌﺰﺯ ﺟﻮﺩﺓ ﺍﻟﺘﺪﺧﻞ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻷﺧﻼﻗﻲ‪.‬‬

‫‪617‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺇﻃﺎﺭﻣﻔﺎﻫﻴﻤﻲ ﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ )ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ( ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺬﻱ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ‬
‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺗﻈﻬﺮﺍﻷﺩﺑﻴﺎﺕ ﺃﻧﻪ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺄﻫﻤﻴﺔ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺇﺩﺭﺍﺝ‬
‫ﻣﻠﻤﻮﺱﻓﻲ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ )‪(Berzin et al.2015; Hill &Shaw, 2011‬‬
‫‪.‬ﻭﻟﺬﻟﻚ‪ ،‬ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺇﻟﻰ ﺗﻘﺪﻳﻢ ﺇﻃﺎﺭ ﻣﻔﺎﻫﻴﻤﻲ ﻟﺘﻄﻮﻳﺮ ﺑﺮﻧﺎﻣﺞ ﻣﺎﺟﺴﺘﻴﺮ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﻦ ﺃﺟﻞ ﺇﺛﺒﺎﺕ ﺍﻟﻤﻬﻨﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒﻞ ﻣﻦ ﺧﻼﻝ ﻣﻮﺍءﻣﺘﻬﺎ ﻣﻊ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺩﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻤﻜﻦّ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻣﻦ‬
‫ﺍﻣﺘﻼﻙﻣﻬﺎﺭﺍﺕ ﺷﺎﻣﻠﺔ ﺗﻌﺪ ﺷﺮﻃﺎً ﺃﺳﺎﺳﻴﺎً ﻟﻼﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺳﻴﻤﻜﻦ ﺍﻟﺒﺮﻧﺎﻣﺞ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺃﻳﻀﺎً‬
‫ﺍﻷﺧﺼﺎﺋﻴﻴﻦﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﺑﺸﻜﻞ ﺃﺧﻼﻗﻲ ﻟﺼﺎﻟﺢ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬

‫ﺍﻷﺳﺎﺱﺍﻟﻤﻨﻄﻘﻲ ﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺬﻱ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬

‫ﻋﻠﻰﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻳﺆﺩﻱ ﻣﻌﻈﻢ ﺍﻟﻤﻬﺎﻡ ﺍﻟﺘﻲ ﻳﺆﺩﻳﻬﺎ ﺣﺎﻟﻴﺎً ﺍﻟﻌﺎﻣﻠﻮﻥ ﺍﻟﺒﺸﺮﻳﻮﻥ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﺼﻨﺎﻋﺎﺕﻭﺍﻟﻘﻄﺎﻋﺎﺕ‪ ،‬ﺇﻻ ﺃﻥ ﺭﻳﻨﻲ ﻭﺃﻧﺪﺭﺳﻮﻥ )‪ (2017‬ﻳﺆﻛﺪﺍﻥ ﺃﻥ ﻫﻨﺎﻙ ﻣﻬﺎﺭﺍﺕ ﺑﺸﺮﻳﺔ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‬
‫ﺗﻘﻠﻴﺪﻫﺎ‪،‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺮﻛﺰ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺗﺴﺨﻴﺮ ﻣﻬﺎﺭﺍﺕ ﻣﺜﻞ ﺍﻹﺑﺪﺍﻉ‪ ،‬ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﺠﺮﺩ ﻭﺍﻟﻨﻈﻤﻲ‬
‫ﻭﺍﻟﺘﻮﺍﺻﻞﺍﻟﻤﻌﻘﺪ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻓﻲ ﺑﻴﺌﺔ ﻣﺘﻨﻮﻋﺔ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﺆﻟﻔﻴﻦ ﻣﻘﺘﻨﻌﻮﻥ ﺑﺄﻥ ﺍﻟﺬﻛﺎء‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﻞ ﻣﺤﻞ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻷﻧﻬﻢ ﻳﻤﺘﻠﻜﻮﻥ ﺳﻤﺎﺕ ﻣﻌﻘﺪﺓ ﻣﺜﻞ ﺍﻟﺘﻌﺎﻃﻒ ﻭﺍﻟﺘﻔﻜﻴﺮ‬
‫ﺍﻟﻨﻘﺪﻱﻭﺍﻟﺘﺠﺮﻳﺪﻱ ﻭﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ ﻭﺍﻟﻤﻼﺣﻈﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺑﺪﻻ ًﻣﻦ ﻣﺤﺎﻭﻟﺔ ﺇﺛﺒﺎﺕ ﺃﻥ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻣﺘﻌﺎﻃﻔﻮﻥ‬
‫ﻭﺃﻛﺜﺮﺫﻛﺎء ًﻣﻦ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ ،‬ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺩﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻤﻬﻨﺔ‬
‫ﻟﻀﻤﺎﻥﺍﻟﻜﻔﺎءﺓ ﻭﺗﺤﺴﻴﻦ ﺗﻘﺪﻳﻢ ﺍﻟﺨﺪﻣﺎﺕ‪.‬‬

‫ﺗﻮﺻﻴﺎﺕﻟﺘﻄﻮﻳﺮ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻛﺘﺨﺼﺺ‬

‫‪-‬ﻳﺠﺐ ﻋﻠﻰ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺣﻮﻝ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻣﻦ ﺃﺟﻞ ﺗﺰﻭﻳﺪ‬
‫ﺍﻟﻤﻤﺎﺭﺳﻴﻦﺑﺎﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪.‬‬
‫‪-‬ﻳﺠﺐ ﻋﻠﻰ ‪ SACSSP‬ﺗﻄﻮﻳﺮ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺘﻲ ﺗﻤﻜﻦ ﻣﻦ ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲﻛﻤﺠﺎﻝ ﺗﺨﺼﺺ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫‪-‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﻟﻠﺘﻄﻮﻳﺮ ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﺣﻮﻝ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﺧﻼﻗﻲ ﻟﻠﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺃﺟﻬﺰﺓ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﻷﺧﺮﻯ ﻓﻲ‬
‫ﺍﻟﺘﺪﺧﻞﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺧﺎﺗﻤﺔ‬

‫ﺳﻌﺖﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺗﺤﻠﻴﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻣﻦ ﺃﺟﻞ ﺗﻄﻮﻳﺮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ‬
‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ .‬ﺍﺳﺘﺨﺪﻣﺖ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻧﺎﻗﺸﺖ ﺍﻟﻮﺭﻗﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﺟﺪﺕ ﺍﻟﻮﺭﻗﺔ ﺃﻥ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﻤﺮ ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﻤﺎﺟﺴﺘﻴﺮ )ﺍﻟﺪﻭﺭﺍﺕ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ( ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﺬﻱ ﻳﺪﻣﺞ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﺰﻭﺩ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﻣﺠﺎﻝ‬
‫ﺍﻟﻌﻤﻞﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﺑﺎﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺣﻮﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ‪ .‬ﻭﺃﺧﻴﺮﺍً‪ ،‬ﻳﻮﺻﻲ ﺍﻟﺒﺤﺚ ﺑﻀﺮﻭﺭﺓ ﻗﻴﺎﻡ ﻣﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺎﻟﻲﺑﺘﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﻮﺻﻲ ﻣﺠﻠﺲ ﺟﻨﻮﺏ ﺇﻓﺮﻳﻘﻴﺎ ﻟﻤﻬﻨﺔ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﻮﺿﻊ ﺳﻴﺎﺳﺎﺕ ﻭﻣﺒﺎﺩﺉ‬
‫ﺗﻮﺟﻴﻬﻴﺔﺃﺧﻼﻗﻴﺔ ﺗﻤﻜﻦ ﻣﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻣﺠﺎﻻً ﻟﻠﺘﺨﺼﺺ ﻓﻲ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﺗﻮﺻﻲ ﺍﻟﻮﺭﻗﺔ‬
‫ﺃﻳﻀﺎًﺑﻀﺮﻭﺭﺓ ﺗﺰﻭﻳﺪ ﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﺑﺎﻟﺘﺪﺭﻳﺐ ﺍﻟﺮﻗﻤﻲ ﻣﻦ ﺃﺟﻞ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺴﺮﻳﺔ ﻭﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‬
‫ﻭﺍﻟﺤﺪﻭﺩﺍﻟﻤﻬﻨﻴﺔ ﻭﺍﻟﻜﻔﺎءﺓ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺣﻔﻆ ﺍﻟﺴﺠﻼﺕ ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﻣﺮﺍﺟﻊ‬

‫ﻋﺒﺪﺍﻟﺮﺯﺍﻕ‪،‬ﺃﺃ‪،‬ﺍﻟﻌﺠﻼﻧﻲ‪،‬ﻡ‪،‬ﻋﺒﺪﺍﻟﻠﻪ ﺍﻟﻌﻠﻮﺍﻥ‪،‬ﻉ‪،‬ﺑﻴﻮﻳﻚ‪،‬ﺑﻲ ﺇﻡ‪،‬ﺟﺎﺭﺩﻧﺮ‪،‬ﺑﻲ ﺁﻧﺪ ﻫﺎﻭﺳﻪ‪،‬ﻡ‪.(2019).‬‬

‫ﻧﻈﺮﺓﻋﺎﻣﺔ ﻋﻠﻰ ﻣﻴﺰﺍﺕ ﺭﻭﺑﻮﺗﺎﺕ ﺍﻟﺪﺭﺩﺷﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ :‬ﻣﺮﺍﺟﻌﺔ ﺗﺤﺪﻳﺪ ﺍﻟﻨﻄﺎﻕ‪.‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﺪﻭﻟﻴﺔ‬
‫ﻟﻠﻤﻌﻠﻮﻣﺎﺗﻴﺔﺍﻟﻄﺒﻴﺔ‪.132,1-25،‬‬

‫‪618‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺃﻣﺎﺩﺍﺳﻮﻥ‪،‬ﺱ‪ .(2020) .‬ﺟﺎﺋﺤﺔ ﻛﻮﻓﻴﺪ‪ 19-‬ﻓﻲ ﺃﻓﺮﻳﻘﻴﺎ‪ :‬ﻣﺎ ﻫﻲ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺴﺘﻔﺎﺩﺓ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭ‪...‬‬
‫ﻳﻤﺎﺭﺱ‪.‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺪﻭﻟﻲ‪.1-5,(0)00,‬‬

‫ﺑﻴﺮﺯﻳﻦ‪ ،SC،‬ﺍﻟﻤﻐﻨﻲ‪ & .J ،‬ﺗﺸﺎﻥ‪.C. )2015( ،‬ﻣﻤﺎﺭﺳﺔ ﺍﻻﺑﺘﻜﺎﺭ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ‪ :‬ﻛﺒﻴﺮ‬
‫ﺗﺤﺪﻱﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ )ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﻜﺒﺮﻯ ﻟﻮﺭﻗﺔ ﻋﻤﻞ ﻣﺒﺎﺩﺭﺓ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺭﻗﻢ ‪ .(12‬ﻛﻠﻴﻔﻼﻧﺪ‪ :‬ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔﻟﻠﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﺑﺮﻭﻡ‪،‬ﺃﻧﺎ )‪.(1993‬ﻣﺮﺍﺟﻌﺎﺕ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﻔﺎﻫﻴﻢ‪ .‬ﺷﺮﻛﺔ ﺩﺑﻠﻴﻮ ﺑﻲ ﺳﻮﻧﺪﺭﺯ‬

‫ﺑﺮﻳﻤﺎﻥ‪،‬ﺃ‪.(2012) .‬ﻃﺮﻕ ﺍﻟﺒﺤﺚ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ :‬ﻧﻴﻮﻳﻮﺭﻙ‪ :‬ﻣﻄﺒﻌﺔ ﺟﺎﻣﻌﺔ ﺃﻛﺴﻔﻮﺭﺩ‪.‬‬

‫ﺩﻱﺗﺸﻮﺩﺭﻱ‪ ،‬ﺇﻡ‪ ،‬ﻛﻮﻧﺘﺲ‪ ،‬ﺇﺱ‪ ،‬ﻫﻮﺭﻓﻴﺘﺰ‪ ،‬ﺇﻱ‪ ،‬ﻭﺟﺎﻣﻮﻥ‪ ،‬ﺇﻡ )‪ .(2013‬ﺍﻟﺘﻨﺒﺆ ﺑﺎﻻﻛﺘﺌﺎﺏ ﻋﺒﺮ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫‪.‬ﻳﻮﻟﻴﻮ ‪AAAI. AAAI،‬‬

‫ﺩﻱﻛﺮﻳﻤﺮ‪ ،‬ﺩ ﻭﻛﺎﺳﺒﺎﺭﻭﻑ‪ ،‬ﺝ‪.(2021) .‬ﻳﻨﺒﻐﻲ ﻟﻠﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﺃﻥ ﻳﻌﺰﺯ ﺍﻟﺬﻛﺎء ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﻟﻴﺲ ﺃﻥ ﻳﺤﻞ ﻣﺤﻠﻪ‬
‫ﻫﻮ‪ -‬ﻫﻲ‪https://hbr.org/2021/03/ai-should-augment-human-intelligence-not-replace-it..‬‬

‫ﺇﻳﻔﺎﻧﺰ‪،‬ﺩ‪.(2007) .‬ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺍﻷﺳﺎﻟﻴﺐ‪ .‬ﻓﻲ ﻭﻳﺐ‪ ،‬ﺳﻲ‪ ،‬ﻭﺭﻭ‪ ،‬ﺑﻲ )ﻣﺤﺮﺭﻭﻥ(‪.‬ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﻟﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻝ‬
‫ﻣﻤﺎﺭﺳﺔﺍﻟﺘﻤﺮﻳﺾ‪ :‬ﻣﺮﺍﺟﻌﺔ ﻣﻨﻬﺠﻴﺔ‪ .‬ﺑﻼﻛﻮﻳﻞ ﻟﻠﻨﺸﺮ‪.‬‬

‫ﻓﺎﻓﺎ‪،‬ﺇﻡ ﺁﻧﺪ ﻛﻴﻨﺪﻟﺮ‪ ،‬ﻛﺎﻧﺴﺎﺱ )‪ .(2000‬ﺍﺿﻄﺮﺍﺏ ﺍﻻﻛﺘﺌﺎﺏ ﺍﻟﺸﺪﻳﺪ‪.‬ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‪.335-341 ،(2)28 ،‬‬

‫ﻋﻤﺎﻝ؟‬ ‫ﺍﺟﺘﻤﺎﻋﻲ‬ ‫ﻳﺴﺘﺒﺪﻝ‬ ‫ﺫﻛﺎء‬ ‫ﺻﻨﺎﻋﻲ‬ ‫ﺍﺳﺘﻄﺎﻉ‬ ‫)‪.(2019‬‬ ‫ﻝ‪.‬‬ ‫ﻓﻮﺭﻱ‪,‬‬

‫‪/technology/tech-news-could-artificial-intelligence-replace-social-workers-33569588.‬‬
‫‪https://www.iol.co.za‬‬

‫ﻓﻴﻦ‪،‬ﺟﻴﻪ ﻭﺑﺎﺭﺍﻙ‪ ،‬ﺃ‪ .(2010) .‬ﺩﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ ﻻﺗﺠﺎﻫﺎﺕ ﺍﻟﻤﺴﺘﺸﺎﺭ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ ﻭﺃﺧﻼﻗﻴﺎﺗﻪ ﻭﻣﻤﺎﺭﺳﺎﺗﻪ‪.‬ﺗﻘﺪﻳﻢ ﺍﻟﻤﺸﻮﺭﺓ‬
‫ﻭﻣﺮﺍﺟﻌﺔﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ‪.268-277،(2)24,‬‬

‫ﺟﺮﺍﻧﺖ‪،‬ﺟﻲ‪ .‬ﺑﻲ ﺁﻧﺪ ﺟﺮﻭﺑﻤﺎﻥ‪ ،‬ﺇﻝ ﺇﻡ )‪.(1998‬ﺩﻟﻴﻞ ﺍﻹﻧﺘﺮﻧﺖ ﻟﻸﺧﺼﺎﺋﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ .‬ﻭﺍﻳﺖ ﻫﺎﺕ ﻟﻼﺗﺼﺎﻻﺕ‪.‬‬

‫ﻫﻴﻞ‪،‬ﺇﻳﻪ ﺁﻧﺪ ﺷﻮ‪ ،‬ﺁﻱ ﺟﻲ ﺁﺭ )‪.(2011‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ .‬ﺛﺎﻭﺯﻧﺪ ﺃﻭﻛﺲ‪ ،‬ﻛﺎﻟﻴﻔﻮﺭﻧﻴﺎ‪ :‬ﻣﻨﺸﻮﺭﺍﺕ ﺳﻴﺞ‪.‬‬

‫ﻛﻴﺴﻠﺮ‪،‬ﺩ‪ ،.‬ﺑﻴﻨﻴﻮﻳﺚ‪ ،‬ﺃﻭ‪ ،.‬ﻟﻮﻳﺲ‪ ،‬ﺟﻲ‪ .‬ﻭﺷﺎﺭﺏ‪ ،‬ﺩ‪ .(2002) .‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻻﻛﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻖ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬
‫ﺍﻟﺮﻋﺎﻳﺔ‪:‬ﻣﺘﺎﺑﻌﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﺑﻲ ﺇﻡ ﺟﻴﻪ‪.1017-1016 ،(7371) 325 ،‬‬

‫ﻻﺩﺭ‪،‬ﻡ‪ .(2015) .‬ﻓﻲ‪ .Stolerman, IP& Price, LH)eds( :‬ﻣﻮﺳﻮﻋﺔ ﻋﻠﻢ ﺍﻷﺩﻭﻳﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﺳﺒﺮﻳﻨﻐﺮ‪.702-699.‬‬

‫ﻟﻴﺒﺮﻳﻨﺲ‪-‬ﺭﻳﻨﺠﻴﺖ‪ ،‬ﺩ‪.(2021) .‬ﻭﻇﺎﺋﻒ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﻋﻠﻮﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺭﺍﺋﺠﺔ‪ .‬ﺇﻟﻴﻚ ﻣﺎ ﻳﺮﻳﺪﻩ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‪.‬‬
‫‪/article/there-are-hundreds-of-thousands-of-jobs-in-ai-those-are-the-skillsyou-need-to-get-one/.‬‬
‫‪https://www.zdnet.com‬‬

‫ﻣﺎﺭﺗﻴﻨﻴﺰ‪ ،RC،‬ﻭﻛﻼﺭﻙ‪.CL )2000( ،‬ﺩﻟﻴﻞ ﺍﻷﺧﺼﺎﺋﻲ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺇﻟﻰ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﺃﻟﻴﻦ ﻭﺑﻴﻜﻮﻥ‪.‬‬

‫ﻣﺎﺛﻴﺒﻴﻼ‪،‬ﺇﻛﺲ )‪.(2021‬ﺗﻄﻠﻖ ‪ UP‬ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﺭﺩﺷﺔ ﺍﻵﻟﻲ ﻻﺳﺘﺸﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ‪ SCU-B‬ﻟﺘﻌﺰﻳﺰ ﺭﻓﺎﻫﻴﺔ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪/news/post_2958947--up-launches-scu-b-student-counsale-chatbot-to-booststudent-wellbeing.‬‬
‫‪https://www.up.ac.za‬‬

‫ﻣﻴﻠﻴﻠﻮ‪،‬ﺩ‪.‬ﻙ )‪.(2020‬ﺻﻴﺎﻏﺔ ﺃﺳﺌﻠﺔ ﺍﻟﻤﺮﺍﺟﻌﺔ‪.‬ﻓﻲ ﺗﻮﺭﻭﻧﺘﻮ‪ ،CE ،‬ﻭﺭﻳﻤﻨﺠﺘﻮﻥ‪.R )eds( ،‬ﺧﻄﻮﺓ ﺑﺨﻄﻮﺓ‪-‬‬
‫ﺩﻟﻴﻞﺍﻟﺨﻄﻮﺍﺕ ﻹﺟﺮﺍء ﻣﺮﺍﺟﻌﺔ ﻣﺘﻜﺎﻣﻠﺔ‪ .‬ﻃﺒﻴﻌﺔ ﺳﺒﺮﻳﻨﻐﺮ‪.‬‬

‫‪619‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺇﻃﺎﺭﻣﻔﺎﻫﻴﻤﻲ ﻟﻠﻨﺸﺮ ﺍﻷﺧﻼﻗﻲ ﻟﻠﺼﻨﺎﻋﺔ ‪Molala، T. S & Makhubele، JC‬‬

‫ﺍﻟﺬﻛﺎءﻓﻲ ﻣﻮﺍﺟﻬﺔ ﺗﺤﺪﻳﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ :‬ﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪.‬ﻣﺠﻠﺔ ﺗﻜﻨﻴﻮﻡ ﻟﻠﻌﻠﻮﻡ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.696-706 ،24 ،‬‬

‫ﺍﻟﻨﻤﺬﺟﺔﺍﻟﺘﻨﺒﺆﻳﺔ ﻟﻼﻛﺘﺌﺎﺏ ﻭ ‪Nemesure، MD، Heinz، MV، Huang، R& Jacobson، NC )2021(.‬‬
‫ﺍﻟﻘﻠﻖﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺠﻼﺕ ﺍﻟﺼﺤﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻧﻬﺞ ﺍﻟﺘﻌﻠﻢ ﺍﻵﻟﻲ ﺍﻟﺠﺪﻳﺪ ﻣﻊ ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ .‬ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻌﻠﻤﻴﺔ‬
‫‪.9-11,1,‬‬

‫ﻛﻠﻴﺔﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺠﺪﻳﺪﺓ‪) .‬ﺍﺧﺘﺼﺎﺭ ﺍﻟﺜﺎﻧﻲ(‪.‬ﻣﺎﺟﺴﺘﻴﺮ ﺍﻟﻔﻠﺴﻔﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ‪ /‬ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ‪.‬‬
‫‪https://www.nchlondon.ac.uk/degrees/post Graduate/philosophy-and-ai/.‬‬

‫ﺃﻭﻟﻴﺮﻱ‪،‬ﺯ‪.(2014) .‬ﺍﻟﺪﻟﻴﻞ ﺍﻷﺳﺎﺳﻲ ﻟﻠﻘﻴﺎﻡ ﺑﻤﺸﺮﻭﻋﻚ ﺍﻟﺒﺤﺜﻲ‪ .‬ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻤﺘﺤﺪﺓ‪ :‬ﺳﻴﺞ‬

‫ﺍﻟﻤﻨﺸﻮﺭﺍﺕ‪.‬‬

‫ﻣﻨﻈﻤﺔﺍﻟﺘﻌﺎﻭﻥ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻨﻤﻴﺔ‪.(2016) .‬ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﻮﺯﺍﺭﻱ ﺣﻮﻝ ﺍﻟﺮﻗﻤﻴﺔ‬

‫ﺍﻻﻗﺘﺼﺎﺩ‪:‬ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﻨﻤﻮ ﻭﺍﻻﺯﺩﻫﺎﺭ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﺑﻴﻨﻚ‪،‬ﺱ‪ ،.‬ﻓﻴﺮﻏﺴﻮﻥ‪ ،‬ﺇﺗﺶ & ﻛﻴﻠﻲ‪ ،‬ﺇﻝ‪ .(2021) .‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺮﻗﻤﻲ‪ :‬ﺗﺼﻮﺭ ﺍﺳﺘﺒﺎﻗﻲ ﻫﺠﻴﻦ‬
‫ﻳﻤﺎﺭﺱ‪.‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻨﻮﻋﻲ‪.18-1 ،(0)0 ،‬‬

‫ﺭﺍﻧﺪﻭﻟﻒ‪،‬ﺟﻲ ﺟﻲ )‪ .(2009‬ﺩﻟﻴﻞ ﻟﻜﺘﺎﺑﺔ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺃﻃﺮﻭﺣﺔ‪.‬ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻌﻤﻠﻲ‪،‬‬

‫ﺍﻟﺒﺤﺚﻭﺍﻟﺘﻘﻴﻴﻢ‪.1-13،(13)14،‬‬

‫ﻣﺨﺮﻃﺔ‪ .FG )2015( ،‬ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻌﺼﺮ ﺍﻟﺮﻗﻤﻲ‪ :‬ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻤﺨﺎﻃﺮ‪.‬ﻣﺮﺿﻲ‬
‫ﻣﺠﻠﺔﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ‪.120-32 ،43‬‬

‫ﺳﻨﺎﻳﺪﺭ‪،‬ﻫـ‪ .(2019) .‬ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﻛﻤﻨﻬﺠﻴﺔ ﺑﺤﺚ‪ :‬ﻧﻈﺮﺓ ﻋﺎﻣﺔ ﻭﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ‪.‬ﻣﺠﻠﺔ‬
‫ﺍﻟﺒﺤﻮﺙﺍﻟﺘﺠﺎﺭﻳﺔ‪.333-339 ،104 ،‬‬

‫ﻣﻌﻬﺪﺍﻟﺮﻋﺎﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﺘﻤﻴﺰ‪.(2019) .‬ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ‬

‫ﻣﺤﺘﻮﻳﺎﺕ‪http://www.scie.org.uk/social-work/digital-capabilities/stakeholders/findings.‬‬

‫ﻣﺠﻠﺲﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ ﻟﻤﻬﻦ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.(2019) .‬ﺳﻴﺎﺳﺔ ﺍﻻﺳﺘﻤﺮﺍﺭ ﺍﻟﻤﻬﻨﻲ‬

‫ﺍﻟﺘﻨﻤﻴﺔ)‪ (CPD‬ﻟﻸﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﻭﺍﻷﺧﺼﺎﺋﻴﻴﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﻴﻦ ﺍﻟﻤﺴﺎﻋﺪﻳﻦ‪.‬‬

‫ﻣﺠﻠﺲﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ ﻟﻤﻬﻦ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.(2020) .‬ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻤﺆﻗﺘﺔ ﻟﻠﺸﺒﻜﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻌﻤﺎﻝﻓﻲ ﺟﻨﻮﺏ ﺃﻓﺮﻳﻘﻴﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺨﺪﻣﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻤﺪﻋﻮﻣﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺔﺍﻟﺪﻭﻟﻴﺔ‪ .(2019) .‬ﺩﻣﺞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ 5 :‬ﺩﺭﺟﺎﺕ ﻣﻘﻨﻌﺔ ﻟﻠﻨﻈﺮ ﻓﻴﻬﺎ‬
‫‪https://www.studyinternational.com/news/technology-social-sciences-degree/.‬‬

‫ﺗﺎﺩﻱ‪،‬ﻡ‪.(2018) .‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻟﻠﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪.‬ﺍﻟﻤﻜﺘﺐ ﺍﻟﻮﻃﻨﻲ ﻟﻼﻗﺘﺼﺎﺩ‬

‫ﺑﺤﺚ‪.‬‬

‫ﺗﺎﻣﺒﻲ‪ M،‬ﻭﺭﺍﻳﺲ‪.E. )2018( ،‬ﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺍﻟﻌﻤﻞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬ﺻﺤﺎﻓﺔ ﺟﺎﻣﻌﺔ ﻛﺎﻣﺒﺮﺝ‪.‬‬

‫ﺍﻟﺤﺪﻳﺚ ‪.(2021).‬ﻳﻤﻜﻦ ﻟﻶﻻﺕ ﺍﻟﻘﻴﺎﻡ ﺑﻤﻌﻈﻢ ﻋﻤﻞ ﺍﻟﻄﺒﻴﺐ ﺍﻟﻨﻔﺴﻲ‪ .‬ﻳﺠﺐ ﺃﻥ ﺗﺴﺘﻌﺪ ﺍﻟﺼﻨﺎﻋﺔ ﻝ‬
‫ﺧﻠﻞ‪/machines-can-do-most-of-a-psychologists-job-the-industrymust-prepare-for-disruption-154064.‬‬
‫‪. https://theconversation.com‬‬

‫ﺗﻮﺭﺍﻛﻮ‪،‬ﺁﺭ ﺟﻴﻪ )‪ .(2005‬ﻛﺘﺎﺑﺔ ﻣﺮﺍﺟﻌﺎﺕ ﺍﻷﺩﺏ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ‪ :‬ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻭﺍﻷﻣﺜﻠﺔﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻣﺮﺍﺟﻌﺔﺍﻟﺘﻄﻮﻳﺮ‪.356-367 ،4،‬‬

‫‪620‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬
 ‫ﺍﻟﻤﺠﻠﺪ‪ ،6‬ﺍﻟﻌﺪﺩ ‪4‬‬ ‫ﺍﻟﻤﺠﻠﺔﺍﻟﺪﻭﻟﻴﺔ ﻷﺑﺤﺎﺙ ﻭﻣﺮﺍﺟﻌﺔ‬
‫ﺃﺑﺮﻳﻞ‪2023‬‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﺭﻭﺑﻮﺗﺎﺕﺍﻟﺪﺭﺩﺷﺔ ﻭ‪Vaidyam, AN, Wisniewski, H., Halamka,JD ., Kashavan, MS &Torous,JB )2019(.‬‬

‫ﻭﻛﻼءﺍﻟﻤﺤﺎﺩﺛﺔ ﻓﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ :‬ﻣﺮﺍﺟﻌﺔ ﻟﻠﻤﺸﻬﺪ ﺍﻟﻨﻔﺴﻲ‪.‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻜﻨﺪﻳﺔ ﻟﻠﻄﺐ ﺍﻟﻨﻔﺴﻲ‪.456-464،(7)64،‬‬

‫ﻭﻳﺘﻴﻤﻮﺭ‪،‬ﺁﺭ‪ ،‬ﻭﻛﻨﺎﻓﻞ‪ ،‬ﻙ‪ .(2005) .‬ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﺘﻜﺎﻣﻠﻴﺔ‪ :‬ﺍﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﻤﺤﺪﺛﺔ‪.‬ﻣﺠﻠﺔ ﺍﻟﻤﺘﻘﺪﻣﺔ‬

‫ﺍﻟﺘﻤﺮﻳﺾ‪.546-553 ،(5)52 ،‬‬

‫ﻭﻳﺘﻴﻤﻮﺭ‪،‬ﺭ‪ .(2007) .‬ﻓﻲ ﻭﻳﺐ‪ ،‬ﺳﻲ‪ ،‬ﻭﺭﻭ‪ ،‬ﺑﻲ )ﻣﺤﺮﺭﻭﻥ( ‪.‬ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﻟﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻟﻤﻤﺎﺭﺳﺔ ﺍﻟﺘﻤﺮﻳﺾ‪:‬‬
‫ﻣﺮﺍﺟﻌﺔﻣﻨﻬﺠﻴﺔ‪ .‬ﺑﻼﻛﻮﻳﻞ ﻟﻠﻨﺸﺮ‪.‬‬

‫ﻳﺎﻭ‪،‬ﻭﺍﻱ‪ ،‬ﺗﺸﻲ‪ ،‬ﺑﻲ ﺁﻧﺪ ﺗﺸﻮ‪ ،‬ﻭﺍﻱ‪ .(2019) .‬ﺑﺤﺚ ﺣﻮﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﺮﻗﻤﻲ‪.‬ﺍﻟﺘﻘﺪﻡ ﻓﻲ‬
‫ﺍﻟﻌﻠﻮﻡﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.376,180-184 ،‬‬

‫ﺣﻘﻮﻕﺍﻟﻨﺸﺮ‬

‫ﺣﻘﻮﻕﺍﻟﻄﺒﻊ ﻭﺍﻟﻨﺸﺮ ﻟﻬﺬﻩ ﺍﻟﻤﻘﺎﻟﺔ ﻣﺤﻔﻮﻇﺔ ﻟﻠﻤﺆﻟﻒ )ﺍﻟﻤﺆﻟﻔﻴﻦ(‪ ،‬ﻣﻊ ﻣﻨﺢ ﺣﻘﻮﻕ ﺍﻟﻨﺸﺮ ﺍﻷﻭﻟﻰ ﻟﻠﻤﺠﻠﺔ‪.‬‬

‫ﻫﺬﻩﻣﻘﺎﻟﺔ ﺫﺍﺕ ﻭﺻﻮﻝ ﻣﻔﺘﻮﺡ ﻳﺘﻢ ﺗﻮﺯﻳﻌﻬﺎ ﺑﻤﻮﺟﺐ ﺷﺮﻭﻁ ﻭﺃﺣﻜﺎﻡ ﺗﺮﺧﻴﺺ (‪/licenses/by/4.0/‬‬
‫‪.Creative Commons Attribution )http://creativecommons.org‬‬

‫‪621‬‬ ‫ﺍﻟﺨﺪﻣﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺬﻛﺎء ﺍﻻﺻﻄﻨﺎﻋﻲ‪ :‬ﻧﺤﻮ ﻣﺠﺎﻝ ﺗﺨﺼﺺ ﺍﻟﺨﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬

‫ﻋﺮﺽﺇﺣﺼﺎﺋﻴﺎﺕ ﺍﻟﻨﺸﺮ‬