Abstract:
Virtual education emerged as a major transformation in the educational system during the COVID-19 pandemic, gaining widespread popularity in Iran. This shift significantly impacted the structure of the educational system as well as students and their families—especially mothers. Although the acute phase of the pandemic has passed, virtual learning continues to be widely used in Iran, largely due to recurring phenomena such as air pollution, energy imbalances, and the resulting closure of in-person classes. In this context, the present study aims to explore and interpret the lived experiences of mothers in Tehran regarding the challenges they faced in managing their children's virtual education during the COVID-19 era. Using a qualitative research design, data were collected through semi-structured interviews with 30 mothers residing in Tehran, each of whom had at least one school-aged child who participated in virtual classes during the pandemic. The sampling strategy was purposive, heterogeneous, and aimed at maximum diversity. Thematic analysis was employed for data interpretation. The findings indicate that the challenges experienced by mothers in the context of their children’s virtual education can be categorized into six major themes: (1) Disrupted Socialization, (2) Insecurity in Cyberspace, (3) Physical and Mental Health Risks, (4) Perceived Inequality and Deprivation, (5) Educational and Motivational Decline, and (6) Weakening of Supervisory Authority and the Role of Mothers and Teachers. Based on these insights, the study underscores the urgent need for the revision, updating, and reform of educational policies to enhance the effectiveness of virtual learning environments and improve students' learning outcomes.