Document Type : Original research
Authors
1
Department of Chemistry, Faculty of Sciences, Shahid Rajaee teacher training university, Tehran, Iran
2
M.Sc. Student, Department of Chemistry, Shahid Rajaee Teacher Training University, Tehran, Iran 2 Chemistry Teacher, Education Department, District 5, Tehran, Iran
3
4 PhD in Psychology, Shahid Rajaee Teacher Training University, Tehran, Iran
4
5 Professor, Department of Chemistry, Shahid Rajaee Teacher Training University
Abstract
In recent years, global challenges, from harsh winters and energy crises to air pollution and the COVID-19 pandemic, have propelled remote learning into the forefront of educational systems worldwide. While this shift has ensured continuity in education during crises, its effectiveness hinges on addressing systemic gaps and student-centered challenges. This study investigates the critical factors shaping remote education for theoretical secondary school students, prioritizing their lived experiences to diagnose barriers and enhance the integration of modern technologies. Based on its purpose, this is an applied research study, and in terms of methodology, it is exploratory survey research. The research engages 385 randomly selected eleventh-grade students from diverse educational settings in Shahriar county, Tehran (2020-2021 academic year). Participants spanned public, private, and gifted schools across urban and rural areas, ensuring representation of varied socio-economic backgrounds. A custom-designed questionnaire, rigorously validated and refined through iterative testing, captured student perspectives. Exploratory factor analysis revealed six pivotal dimensions influencing remote learning efficacy: curriculum relevance (impact score: 22.06), psychological well-being (8.31), platform usability (8.17), technological infrastructure (6.05), supplementary resources (5.70), and assessment methods (3.43). These factors collectively underscore the interplay between accessible tools, mental health, and pedagogical design in virtual classrooms. Beyond theoretical contributions, this study offers actionable strategies for educators and policymakers. Prioritizing these dimensions, such as investing in reliable internet access, fostering emotional support systems, and redesigning evaluations, can transform remote learning from a contingency plan into a sustainable, equitable model. By centering student voices, the findings advocate for holistic reforms that not only elevate educational quality but also cultivate enriching, inclusive digital learning environments. This research serves as a roadmap for reimagining education in crisis and beyond, emphasizing that technology alone cannot drive success, it is the human-centric alignment of content, tools, and care that empowers future-ready learners.
Keywords
)