Qualitative Research

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.

Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different educational levels and geographic locations. Participants were selected using purposive sampling to ensure a diversity of experiences and perspectives. Data analysis was performed using NVivo software to facilitate thematic analysis, ensuring theoretical saturation was achieved to validate the consistency and comprehensiveness of the findings. Findings: The analysis revealed three main themes: Teacher Preparedness, Student Engagement, and Institutional Support. Under Teacher Preparedness, subthemes included Training and Professional Development, Personal Comfort with Topics, and Curriculum Integration, indicating the need for improved resources and training. Student Engagement was characterized by varying levels of participation and the impact of classroom dynamics on learning, highlighting the influence of teaching methods and environment. Institutional Support emerged as critical, with subthemes like Administrative Guidance and Resources emphasizing the need for stronger institutional backing and adequate resources to support teachers. Conclusion: The study underscores the complexities of discussing socio-political issues in educational settings and the pivotal role of teachers in facilitating these discussions. Effective socio-political education requires comprehensive teacher training, supportive institutional frameworks, and resources that together foster an environment conducive to open and critical discussions. Addressing these factors is crucial for preparing students to participate thoughtfully in democratic processes.

Purpose: The objective of this study was to identify and delineate the competency model dimensions essential for faculty members at Farhangian Universities in Tehran. This research aimed to explore the specific competencies necessary to enhance the effectiveness and professional development of faculty in an educational setting. Methodology: This qualitative study employed semi-structured interviews to gather data from 29 faculty members across various departments at Farhangian Universities in Tehran. Participants were selected using purposive sampling to ensure a diverse representation of experiences and perspectives. Theoretical saturation was achieved to ensure the comprehensiveness of the data collected. Thematic analysis was used to analyse the interview transcripts and identify key themes and categories representing faculty competencies. Findings: Five main themes representing essential faculty competencies were identified: ethical competencies, scientific competencies, research competencies, communication competencies, and information technology competencies. Each theme comprised several categories detailing specific competencies, such as individual integrity, pedagogical expertise, research skills, interpersonal communication, and technological proficiency. Conclusion: The study highlighted a comprehensive set of competencies required by faculty members at Farhangian Universities in Tehran to effectively fulfill their educational roles. These competencies span across ethical considerations, scientific knowledge, research capabilities, communication skills, and technological adeptness. Addressing these competencies through targeted development programs could significantly enhance faculty performance and, consequently, student learning outcomes.

Purpose: In the context of rapidly evolving digital landscapes, digital media literacy has become a foundational element in primary education, crucial for preparing students to navigate and influence their digital surroundings effectively. This study aims to identify and describe the key components of digital media literacy as taught in primary schools, focusing on the insights of faculty members from Iran to understand how these components are integrated into the educational system. Methodology: Employing a qualitative research design, this study gathered data through semi-structured interviews with 21 faculty members who are directly involved in teaching digital media literacy in primary schools across Iran. Theoretical saturation was achieved to ensure comprehensive coverage of the concepts. Data were analyzed using NVivo software to facilitate a thorough thematic analysis, identifying the core components of digital media literacy education. Findings: The analysis revealed five main themes central to digital media literacy in primary education: Transfer, Usage, and Digital Competence; Computer Fundamentals; Online Basics Skills; Word Processing, Spreadsheet, and Presentation Skills; and Database and Data Security Skills. Each theme comprised several categories that detailed specific skills and knowledge areas essential for comprehensive digital literacy, ranging from basic computer operations to advanced data management and security. Conclusion: The study underscores the importance of a robust digital media literacy curriculum in primary education, highlighting specific skills that are crucial for students' development as competent digital citizens. It also points to the need for ongoing teacher training to keep pace with technological advancements, ensuring that educators are well-equipped to impart these essential skills.

Purpose: The purpose of this research is to provide a framework for innovative social media marketing strategies to address the impacts of health crises on small and medium-sized enterprises (SMEs). Method: This research is applied in nature, based on a survey-exploratory approach, and employs a qualitative methodology. The statistical population consists of experts in urban management and human resources management. Using the theoretical sampling method, interviews were conducted with 15 experts until theoretical saturation was achieved. The collected data were analyzed using content analysis. Findings: The research findings resulted in a comprehensive model comprising five main themes and eighteen sub-themes. These include: driving factors (online brand communities, social listening, customer participation marketing, prosumer (producer-consumer) influencer marketing, gamification), strategic factors (increasing engagement, product/service development, increasing brand awareness, creating word-of-mouth advertising, increasing brand credibility), facilitating factors (brand associations, strengthening brand identity), primary outcomes (correctly understanding consumer needs and opinions, creating value for consumers),  secondary outcomes (market development and new customer acquisition, sales promotion, loyalty promotion). Conclusion: The study provides a practical framework to enhance SME resilience through innovative social media strategies during health crises, emphasizing key driving, strategic, and facilitating factors along with their outcomes.

Introduction: Unlike previous generations who adhered to a standard and predictable model of marriage, the modern world may offer new opportunities and ideas for marriage to younger generations. Some of these changes in the domain of marriage align with the overarching cultural master narratives of society and are widely accepted, while others may not be fully embraced but are nonetheless considered rational by some or even most members of the community. This study aims to gain a deeper understanding of Generation Z’s (born between 1997 and 2012) attitudes toward marriage. Materials and Methods: This study employed a qualitative research design. The sample consisted of 29 male and female participants aged 14 to 27 from Tehran, selected through voluntary sampling. Data were collected using focus conversation conducted in focus groups. For data analysis, the study utilized Braun and Clarke's (2022) reflexive thematic analysis approach. Results: The analysis revealed six main themes related to marriage: “meaning-making of marriage,” “partner selection,” “traditional family roles,” “premarital sex,” “parenthood,” and “marriage customs”. Conclusion: Findings indicate that that while marriage, as a sacred institution, remains intact and continues to be regarded by Generation Z as an implicit reference point with social, cultural, and Moral legitimacy, there is an observable shift away from a singular, fixed concept of marriage. Instead, marriage is increasingly being redefined and reinterpreted as an institution shaped by dynamic individual preferences, with its meaning, role, and significance subject to ongoing reconsideration.

The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.

This study aimed to explore the digital literacy needs, challenges, and support preferences of adolescents with intellectual disabilities to inform inclusive educational practices and policy interventions. A qualitative research design was employed using semi-structured focus group interviews with 20 adolescents aged 13–18 years diagnosed with mild to moderate intellectual disabilities in Taiwan. Participants were recruited through purposive sampling from both inclusive mainstream schools and special education centers. Data collection was conducted through four focus groups, each comprising five participants. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic saturation guided the completion of data collection. Trustworthiness was enhanced through triangulated coding, member checking, and maintaining an audit trail. Analysis revealed four overarching themes: (1) access to digital tools and infrastructure, (2) digital skills and usage patterns, (3) social and emotional factors, and (4) support systems and educational strategies. Participants reported limited and unequal access to digital devices, inadequate school resources, and lack of individualized digital instruction. While many adolescents demonstrated basic digital engagement (e.g., opening apps, watching videos), they struggled with more complex tasks such as evaluating online content or engaging in digital communication. Emotional barriers included fear of making mistakes and social comparison with peers. Support from family members and peers emerged as critical, while participants emphasized a need for gamified, visual, and hands-on digital training tailored to their learning styles. Adolescents with intellectual disabilities experience significant barriers to digital inclusion, stemming from infrastructural, cognitive, emotional, and instructional gaps. Addressing these challenges requires context-sensitive, learner-centered interventions and greater collaboration among educators, families, and policymakers to ensure equitable access to digital literacy education.

This study aimed to explore the barriers and facilitators influencing the implementation of virtual reality (VR)-based therapy for emotional regulation in youth with exceptional needs. A qualitative research design was employed using semi-structured interviews with 23 purposefully selected participants, including special education teachers, therapists, caregivers, and VR developers, all based in Minnesota, USA. Participants were selected based on their direct involvement with VR therapy programs for youth with neurodevelopmental or emotional regulation challenges. Interviews were conducted until theoretical saturation was reached. Data were transcribed verbatim and analyzed using thematic analysis in NVivo 14, following Braun and Clarke’s six-phase framework. The analysis revealed two main thematic categories: facilitators and barriers. Facilitators included seven subthemes: technological appeal, personalization, therapist control, motivation and engagement, institutional support, caregiver involvement, and observable emotional gains. Barriers were categorized into seven subthemes as well: accessibility and equity issues, sensory limitations, stakeholder resistance, cultural irrelevance, technical difficulties, ethical and privacy concerns, and lack of standardized guidelines. Participants reported that immersive features, real-time therapist adjustments, and family buy-in enhanced VR’s therapeutic effectiveness. Conversely, cost constraints, lack of culturally appropriate content, and technical or ethical challenges hindered adoption. Quotes from stakeholders enriched the thematic interpretation and contextualized the results. VR-based therapy shows promising potential in enhancing emotional regulation among youth with exceptional needs due to its immersive, customizable, and engaging design. However, successful implementation depends on addressing contextual challenges, including accessibility, technical infrastructure, and cultural inclusivity. Stakeholder collaboration and the development of standardized protocols are essential to scale VR interventions in educational and clinical contexts.

Objective: The purpose of the present study is to analyze the challenges faced by the families of veterans suffering from post-traumatic stress disorder (PTSD). Methods: This research was conducted using a qualitative approach and grounded theory methodology. The statistical population consisted of 1,500 individuals, and participants were selected through purposive sampling based on the inclusion criteria. Data collection continued until theoretical saturation was achieved, resulting in the study of 42 families, including spouses and children of veterans with PTSD in Kermanshah province. Additionally, a literature review and semi-structured interviews with 10 experts and social work professionals in the field of family studies were conducted over a 12-month period in 2022. Data were analyzed using Strauss and Corbin’s method. Findings: The results were obtained through three stages of open coding, axial coding, and selective coding. Data analysis yielded 138 subcategories, 15 main categories, and 1 core category. The 15 main categories included: "quality of life issues, financial problems, internal family environment challenges, family functioning issues, psychological problems, parent-child relationship problems, challenges from surrounding individuals and social support networks, marital relationship issues, coping strategy problems, personality trait issues, life cycle challenges, organizational and cultural action problems, family outcome challenges, social outcome challenges, and individual outcome challenges." These were presented as causal, intervening, contextual factors, strategies, and outcomes in the final model. Conclusion: This study, in connection with the research literature, provided a new understanding of the experiences of families of veterans with PTSD by describing their challenges. The findings revealed that these families face significant issues in various aspects of their lives, and reducing these challenges requires greater attention from responsible organizations and mental health centers.

Objective: This study aims to explore the sociological factors, contextual conditions, structural factors, and social pressures contributing to emotional divorce in Tehran. Method: The study employs a qualitative approach using a sequential exploratory design and grounded theory strategy. A purposive sample of 21 individuals, aged 25-40, with at least a bachelor's degree in psychology, sociology, or related fields, participated in semi-structured interviews. Data were analyzed using open coding and axial coding processes to identify key structures and indices related to emotional divorce. The participants included university lecturers, teachers, housewives, and private sector employees, ensuring a diverse representation of educated individuals with relevant expertise. Findings: The results indicate that attitudes and values, social and cultural pressure, and social changes are significant causal factors in the occurrence of emotional divorce. Key phenomena identified include changes in emotional relationships, lack of emotional behavior towards the spouse, emotional void, and compulsory living. Contextual conditions such as changes in culture, values, economic conditions, and types of social interactions were influential. Structural factors identified include policies and laws, and social roles. Social pressures, including peer pressure, family opinions, and media influence, were crucial intervening factors. An educational approach was identified as an effective strategy for preventing and managing emotional divorce. Conclusion: Emotional divorce, while not always visible, significantly impacts individuals and society. Understanding its sociological aspects and underlying causes is essential for developing effective prevention and management strategies. Educational programs aimed at improving emotional relationships, communication skills, and stress management can mitigate the negative impacts. Policymakers can use these insights to formulate supportive policies and laws. Further research is needed to generalize findings and explore the impact of emotional divorce on children and other regions.

Objective: The aim of this study is to qualitatively analyze the consequences of online extramarital relationships from the perspective of men. Method: This research was conducted using a qualitative approach, employing content analysis. Based on the principle of theoretical saturation, twelve men participated in this study. Semi-structured interviews were used for data collection, and MAXQDA software was used for coding and categorizing the data. Findings: The consequences of online extramarital relationships among men can be classified into two main categories and five subcategories. The results indicate that hiding the relationship while maintaining marital life, public disclosure, divorce, and separation are among the consequences of online extramarital relationships from the men's perspective. Conclusion: In conclusion, this study highlights the complex dynamics of online infidelity among men in Mashhad, Iran, revealing key themes such as relationship concealment, marital dissatisfaction, and the impact on trust and family stability. The findings underscore the importance of understanding cultural and individual factors in the context of extramarital relationships and provide a foundation for future research on the psychological and relational consequences of online infidelity.

Objective: This study aimed to explore how adoptive parents construct their identities and meaning of parenthood following experiences of infertility. Methods: This qualitative research employed a narrative methodology to investigate the lived experiences of 31 adoptive parents residing in Austria, all of whom had previously experienced infertility. Participants were recruited through purposive sampling, ensuring diversity in gender, relationship status, and duration since adoption. Data were collected through semi-structured interviews, each lasting between 60 and 90 minutes. Interviews were transcribed verbatim and analyzed using thematic narrative analysis with the assistance of NVivo software. Theoretical saturation guided the cessation of data collection. Data analysis focused on identifying shared themes and patterns in the way participants narrated their transition from infertility to adoptive parenthood. Findings: Three major themes emerged from the data: Redefining Parenthood, Emotional Journey, and Social and Relational Adjustments. Within these categories, participants described subthemes such as letting go of biological ties, reconstructing identity, symbolic rituals, emotional ambivalence, hope and renewal, navigating social stigma, and coping with institutional processes. Participants emphasized the importance of narrative reconstruction, spiritual or moral reframing, and peer support in legitimizing their parental identity. Despite the fulfillment found in adoption, many expressed that emotional residues from infertility persisted, shaping their experience of parenthood in both subtle and explicit ways. Conclusion: The findings highlight that adoptive parenthood after infertility is a complex, emotionally layered, and socially negotiated process. Narrative identity construction plays a vital role in helping individuals reconcile reproductive loss with the joys and challenges of adoption.

Objective: This study aimed to explore how humor functions as a coping mechanism that contributes to marital satisfaction among couples in Slovenia. Methods and Materials: A qualitative design was employed, relying on semi-structured interviews to capture couples’ lived experiences of humor in marriage. Twenty-four participants (12 couples) from Slovenia, married for at least three years, were recruited using purposive sampling. Interviews were conducted until theoretical saturation was achieved, with each session lasting between 60 and 90 minutes. Data were transcribed verbatim and analyzed thematically using NVivo 14 software. Trustworthiness was enhanced through peer debriefing, member checking, and triangulation with field notes. Findings: Four major themes emerged from the data: (1) Humor as an Emotional Buffer, where couples described humor as a strategy for stress relief, emotional recovery, and conflict de-escalation; (2) Humor and Intimacy, highlighting the role of shared jokes, playful teasing, and affectionate humor in strengthening closeness and trust; (3) Humor as a Communication Strategy, with participants explaining how humor allowed them to soften criticism, indirectly express sensitive issues, and repair conflicts; and (4) Humor and Marital Resilience, where humor facilitated coping with external stressors, fostered perspective-taking, and sustained hope during challenges such as illness or financial strain. Couples reported that affiliative and self-enhancing humor styles were most beneficial, while aggressive humor could undermine satisfaction. Humor was also noted as increasingly expressed through digital interactions, including memes and messaging. Conclusion: The findings suggest that humor is a multidimensional coping resource in marriage, functioning simultaneously as an emotional, relational, communicative, and resilience-enhancing tool. While humor generally promotes marital satisfaction, its effects depend on style and context. These insights highlight the importance of constructive humor in maintaining healthy, satisfying, and enduring marital relationships.

Objective: This study aimed to explore how narrative reframing functions as a coping and meaning-making mechanism among Taiwanese families experiencing trauma. Methods and Materials: A qualitative research design was adopted using purposive sampling to recruit 26 participants from Taiwan who had directly experienced family trauma, including bereavement, illness, or sudden life disruptions. Semi-structured interviews were conducted until theoretical saturation was reached. Each interview lasted 60–90 minutes, was audio-recorded, and transcribed verbatim. Data were analyzed using thematic analysis facilitated by NVivo 14 software. An inductive coding approach was applied to identify open codes, subcategories, and overarching themes, with constant comparison used to refine findings. Research rigor was ensured through reflexive memo-writing, triangulation of coding among team members, and maintaining an audit trail. Findings: Analysis yielded three overarching themes: (1) Emotional reconstruction through narrative reframing, where participants processed trauma-related emotions, reduced guilt and shame, regulated distress, and cultivated hope; (2) Relational transformation within the family system, including improved communication, redefined roles, conflict resolution, trust rebuilding, and strengthened intergenerational understanding; and (3) Identity and future orientation, where families reframed themselves as survivors, emphasized personal growth, redefined goals and values, and expressed aspirations to transmit resilience across generations. Participants highlighted that narrative reframing enabled them to transform suffering into continuity, strengthen bonds, and situate trauma within cultural and spiritual frameworks that emphasized endurance and meaning. Conclusion: The findings demonstrate that narrative reframing is a powerful coping process in families experiencing trauma, allowing for emotional healing, relational adaptation, and the construction of resilient family identities. This study underscores the importance of integrating narrative approaches into therapeutic interventions to support families in navigating trauma, rebuilding trust, and envisioning hopeful futures.