Iranian Journal of Educational Sociology 2645-3460 8 پیاپی 8-2 2025 06 20 Structural Equation Modeling of Virtual Education for Cyber Media Literacy (Case Study: Primary School Teachers in Zahedan) Structural Equation Modeling of Virtual Education for Cyber Media Literacy (Case Study: Primary School Teachers in Zahedan) 1 12 10.61838/kman.ijes.8.2.13 EN Journal Article 2025 03 24 <p><strong>Purpose: </strong>This study aimed to design and validate a structural equation model for virtual media literacy education among primary school teachers in Zahedan.</p> <p><strong>Methods and Materials: </strong>The study employed an applied survey research design, targeting a statistical population of 2,170 primary school teachers in Zahedan. Using Cochran’s formula and a random sampling method, a final sample of 327 participants was selected. Data were collected through a researcher-made questionnaire based on a theoretical framework and validated through face, content, and construct validity procedures. Reliability was confirmed using Cronbach’s alpha and composite reliability. Exploratory and confirmatory factor analyses were conducted using SPSS 27 and LISREL 8.8, and the final structural equation model was tested for fit and significance across multiple dimensions.</p> <p><strong>Findings: </strong>Exploratory factor analysis revealed that six major components—central phenomenon, causal factors, strategies, contextual factors, intervening factors, and outcomes—adequately explain the structure of virtual media literacy education. Confirmatory factor analysis confirmed that all dimensions showed strong factor loadings and statistically significant t-values (all &gt; 1.96). Model fit indices for each dimension (RMSEA &lt; 0.06, GFI, AGFI, CFI, NFI &gt; 0.90) indicated good fit. Path coefficients confirmed significant relationships among independent variables (causal, contextual, and intervening factors) and dependent variables (central phenomenon, strategies, and outcomes).</p> <p><strong>Conclusion: </strong>The validated model offers a comprehensive framework for understanding and implementing virtual media literacy education among primary school teachers. It demonstrates the interdependence of policy, pedagogical strategies, institutional support, and professional development in fostering media literacy. The model provides actionable insights for curriculum designers, policymakers, and educators seeking to enhance digital competencies in primary education.</p> https://qijes.com/index.php/ijes/article/download/1343/1386