Assessing the Media Literacy Gap in Iranian Adolescents: A Mixed-Methods Study among Families in Khorramabad
Keywords:
Good governance, crisis management, small and medium-sized enterprises (SMEs), grounded theory, COVID-19 crisis, Bushehr ProvinceAbstract
This study aimed to identify and explain media literacy gaps among Iranian adolescents, with particular attention to gender differences, media consumption patterns, and related educational–social outcomes. A sequential exploratory mixed-methods design was employed; qualitative data were collected through semi-structured interviews with 60 school staff members and 30 parents and analyzed using Braun and Clarke’s thematic analysis, while quantitative data from 120 students and 40 experts were gathered via questionnaires and a two-round Delphi process and analyzed using inferential statistics (independent t-tests, chi-square tests, and exploratory factor analysis). Inferential analyses revealed significant gender differences in daily media consumption (p<0.05) and showed that only 38% of students demonstrated adequate critical evaluation skills; exploratory factor analysis extracted three core dimensions explaining 83% of the variance (critical cognitive skills, digital safety and protection, and digital well-being), and Delphi consensus prioritized critical thinking, parent education, and fake news identification. The results indicate a tripartite gap of high consumption, low skills, and high concern, underscoring the need for localized, gender-sensitive, and family-based educational programs to enhance adolescents’ media literacy in Iran.
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