Validation of a Virtual Media Literacy Education Model for Employees of Iran Customs
Keywords:
Virtual Education, Media Literacy, Model Validation, Customs Employees, Iran CustomsAbstract
This study aimed to identify, prioritize, and validate a virtual media literacy education model for employees of the Islamic Republic of Iran Customs Administration. This applied study employed an exploratory mixed-methods design. The qualitative phase was conducted using emergent grounded theory, while the quantitative phase followed a cross-sectional survey design. The qualitative participants consisted of academic experts in virtual education and media literacy as well as experienced managers of Iran Customs, selected through purposive and snowball sampling. Semi-structured interviews were conducted with 22 participants until theoretical saturation was reached. The quantitative population included all managers of Iran Customs, totaling 1,216 individuals. Based on Cochran’s formula, 292 participants were selected, and finally, 297 valid questionnaires were analyzed. The quantitative instrument was a researcher-made questionnaire developed from the qualitative findings. Face validity, content validity, and CVR confirmed the validity of the instrument, and Cronbach’s alpha confirmed its reliability. Data were analyzed using theoretical coding, Friedman’s test, and confirmatory factor analysis. The Friedman test showed a significant difference among the mean ranks of the model dimensions and components. The dimensions were prioritized as educational factors, content-related factors, structural factors, cultural factors, and technological factors, respectively. Confirmatory factor analysis indicated that all factor loadings were above the acceptable threshold, and all significance coefficients were outside the critical range of ±1.96. The structural model demonstrated acceptable fit indices, including χ²/df = 2.84, RMSEA = 0.056, GFI = 0.93, AGFI = 0.91, CFI = 0.95, and IFI = 0.95. Accordingly, the five-dimensional model, consisting of 18 components and 87 indicators, was empirically confirmed. The findings indicate that the virtual media literacy education model for employees of Iran Customs is a multidimensional, context-specific, and validated model grounded in the systematic interaction of educational, content-related, structural, cultural, and technological dimensions. The model can provide a scientific basis for educational policymaking, empowerment program design, enhancement of media literacy competencies, improvement of professional decision making, and strengthening employees’ preparedness for complex media and digital environments.
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