investigating the lived experiences of mothers of primary school students from virtual education

Document Type : Original Article

Authors

1 Yazd University, Yazd, Iran

2 Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran

3 Department of Psychology and Educational Sciences, Yazd University, Yad, Iran

4 Shahid Chamran Ahvaz, Ahvaz,Iran

10.22034/ise.2025.18787.1275

Abstract

This study explores the lived experiences of mothers of primary school students within the virtual education. Employing a qualitative phenomenological approach, the research focuses on mothers of second-grade students in Yazd, Iran, during the 2021-2022 academic year. Fourteen mothers were selected using purposive sampling, with the criterion that they had at least two years of experience with virtual education at home during the COVID-19 pandemic. Data collection concluded upon reaching theoretical saturation. In-depth, semi-structured interviews were used as the research tool, and data analysis was conducted using Smith’s Interpretative Phenomenological Analysis (IPA). The validity of the data was confirmed through expert review by qualitative researchers and feedback from the participants. Analysis of the mothers’ lived experiences revealed nine main themes and twenty-five sub-themes. Positive aspects of virtual education were associated with effective parental participation and supervision, enhanced educational efficiency, and positive economic impacts. Negative aspects were linked to educational and technical issues. Proposed solutions for improving both in-person and virtual education included community support, monitoring and evaluation, addressing infrastructural and educational problems, and integrating virtual and face-to-face learning. Overall, the findings suggest that while virtual education has its advantages and disadvantages, integrating virtual and traditional education can be effective in improving the quality of education.

Keywords

Interdisciplinary Studies in Education
Volume 4, Issue 1 - Serial Number 10
August 2025
Pages 117-140

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