Examining the Impact of Student Teachers’ Media Ecology on Their Teaching Quality: A Case Study of Student Teachers at Amirkabir Campus of Farhangian University

Document Type : Original Article

Authors

1 Assistant Professor, Department of Social Science Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

2 Department of Social Science Education, Farhangian University, Iran.

10.48310/rsse.2025.20063.1282

Abstract

Background and Objectives: With the rapid expansion of social media, young people—particularly university students—are increasingly engaging with these platforms for purposes such as learning, entertainment, and leisure. Student-teachers are no exception; thus, examining the potential consequences and challenges of their engagement with social media is both essential and timely. The central question of this study is: How does student-teachers’ engagement in social media environments influence the quality of their teaching? Methods: This study employed a qualitative research design. Data were collected through semi-structured interviews and analyzed using thematic analysis. The participants were student-teachers from Amirkabir Campus of Farhangian University, with 14 individuals selected through purposive sampling until theoretical saturation was reached. Findings: Open coding of the interviews produced a total of 729 initial codes, which were subsequently categorized into broader themes. Conclusion: The findings indicate that student-teachers’ engagement in social media affects their teaching quality both directly and indirectly. Indirect effects were identified through factors such as challenges related to social media dependency, patterns of media consumption, and motivations and interests in using social networks.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 3
October 2025
Pages 29-56

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