Volume 24, Issue 1 (9-2026)
RBS 2026, 24(1): 46-61 |
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Sarbaz Moradloo R, Heidari Raziabad N, Khaleghkhah A, Nourzadeh S. Identifying the Implications of Public Internet Access for Students in the Post-COVID Era. RBS 2026; 24 (1) :46-61
URL: http://rbs.mui.ac.ir/article-1-2048-en.html
URL: http://rbs.mui.ac.ir/article-1-2048-en.html
1- Ph.D. Student in Educational Administration, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2- Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran ,khaleghkhah@uma.ac.ir
3- Ph.D. Student of Mental Health Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
2- Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran ,
3- Ph.D. Student of Mental Health Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
Abstract: (25 Views)
Aim and Background: With the expansion of virtual education during the COVID-19 pandemic, students’ access to the Internet increased substantially; this trend has persisted into the post-pandemic period and has been accompanied by a range of consequences. Accordingly, the aim of this study was to identify the implications of elementary students’ public access to the Internet in the post-COVID era.
Methods and Materials: In terms of aim, this study is applied research. Methodologically, it adopts an exploratory mixed-methods design, integrating both qualitative and quantitative approaches. In the qualitative phase, inductive content analysis was employed to identify and extract factors associated with students’ Internet access. In the quantitative phase, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to analyze the data and assess model fit. The qualitative sample consisted of experts in educational sciences and PhD-qualified teachers with specialized knowledge and experience regarding the impacts of technology and Internet access in educational systems. Based on the principle of theoretical saturation, a sample of 15 participants was selected through purposive theoretical sampling. The quantitative population comprised elementary school teachers in Ardabil, from whom 335 participants were selected using cluster random sampling in accordance with Cochran’s formula. Data were collected using a researcher-developed 52-item questionnaire, the reliability and construct validity of which were rigorously established.
Findings: The results categorized and validated the consequences of student Internet access into five dimensions: educational and academic, psychological and developmental, social and familial, physical and health-related, and cultural and value-based (P<0.05).
Conclusions: The findings indicate that the consequences of Internet access among students are inherently interconnected and multi-layered, such that changes in individual and educational domains are closely linked with family and cultural contexts, mutually reinforcing one another. Accordingly, effective management of this phenomenon requires coordinated, cross-sectoral interventions across multiple levels of the education system
Methods and Materials: In terms of aim, this study is applied research. Methodologically, it adopts an exploratory mixed-methods design, integrating both qualitative and quantitative approaches. In the qualitative phase, inductive content analysis was employed to identify and extract factors associated with students’ Internet access. In the quantitative phase, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to analyze the data and assess model fit. The qualitative sample consisted of experts in educational sciences and PhD-qualified teachers with specialized knowledge and experience regarding the impacts of technology and Internet access in educational systems. Based on the principle of theoretical saturation, a sample of 15 participants was selected through purposive theoretical sampling. The quantitative population comprised elementary school teachers in Ardabil, from whom 335 participants were selected using cluster random sampling in accordance with Cochran’s formula. Data were collected using a researcher-developed 52-item questionnaire, the reliability and construct validity of which were rigorously established.
Findings: The results categorized and validated the consequences of student Internet access into five dimensions: educational and academic, psychological and developmental, social and familial, physical and health-related, and cultural and value-based (P<0.05).
Conclusions: The findings indicate that the consequences of Internet access among students are inherently interconnected and multi-layered, such that changes in individual and educational domains are closely linked with family and cultural contexts, mutually reinforcing one another. Accordingly, effective management of this phenomenon requires coordinated, cross-sectoral interventions across multiple levels of the education system
Type of Study: Research |
Subject:
General
Received: 2025/11/24 | Accepted: 2026/05/10 | Published: 2026/09/1
Received: 2025/11/24 | Accepted: 2026/05/10 | Published: 2026/09/1
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