Identifying the Components and Outcomes of Virtual Cyber Media Literacy Education: A Case Study of Primary School Teachers in Zahedan

Abstract

The purpose of this study is to identify the components and outcomes of virtual cyber media literacy education for primary school teachers in Zahedan. This research was conducted using a mixed-methods (qualitative-quantitative) approach, specifically employing a sequential exploratory design. The qualitative phase utilized the grounded theory method, while the quantitative phase employed a survey method. The qualitative sample included all experts and scholars in the fields of educational management or media-oriented communication, selected through criterion-based purposive sampling and snowball sampling. Semi-structured interviews were conducted with 25 experts. In the quantitative phase, the statistical population consisted of primary school teachers in Zahedan (2,170 individuals), from whom a random sample of 327 participants was selected. The research instrument in this phase was a researcher-developed questionnaire, based on the theoretical model derived from expert opinions in the qualitative phase. In the qualitative phase, interviews were transcribed and analyzed inductively using Strauss and Corbin's grounded theory approach in MAXQDA 12 software. In the quantitative phase, data were analyzed using structural equation modeling. The identified components of virtual cyber media literacy education for teachers included knowledge, awareness, skills, and attitudes, with knowledge, awareness, and skills exerting the most significant influence on individuals’ media literacy. The outcomes of virtual cyber media literacy education for teachers encompassed social, individual, and professional consequences, with social outcomes carrying the highest factor loading. Overall, the findings from the quantitative phase confirmed the results of the qualitative phase. The results of this study emphasize the necessity of strengthening cyber media-related skills, awareness, and knowledge in virtual education, enabling individuals to engage effectively and consciously in this space. Additionally, social outcomes play a more central role in this analysis, which can be instrumental in designing effective social and professional policies and strategies.