Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 03 01 Explaining the Impact of Cyberspace on the Political Socialization Process of Students and the Role of Educational Administrators in Guiding It Explaining the Impact of Cyberspace on the Political Socialization Process of Students and the Role of Educational Administrators in Guiding It 1 11 10.61838/kman.ijes.1415 EN Journal Article 2025 07 04 <p><strong>Purpose: </strong>This study aimed to examine the impact of cyberspace on the political socialization dimensions of upper-secondary students and to analyze the extent to which educational administrators actively guide this evolving process.</p> <p><strong>Methods and Materials: </strong>This applied, quantitative study employed a survey design targeting upper-secondary students and school administrators in Tehran during the 2024–2025 academic year. A multistage stratified random sampling method selected 380 students and 120 administrators. Data were collected using two validated and reliable researcher-developed questionnaires assessed through expert review and Cronbach’s alpha coefficients of 0.89 and 0.91, respectively. Statistical analysis was conducted using SPSS 26, employing descriptive indicators and inferential tests including Pearson correlation coefficients and independent t-tests, alongside structural equation modeling to evaluate the strength, direction, and significance of hypothesized relationships between cyberspace use and dimensions of political socialization.</p> <p><strong>Findings: </strong>Pearson correlation analysis revealed significant and positive relationships between cyberspace use and political knowledge (r = 0.421, p &lt; 0.01), political attitudes (r = 0.388, p &lt; 0.01), and political participation (r = 0.312, p &lt; 0.01). Structural equation modeling confirmed the significance of all three hypothesized effects, with standardized coefficients indicating a strong positive effect of political participation (β = 0.79, T = 10.79), political knowledge (β = 0.56, T = 4.65), and political attitudes (β = 0.51, T = 2.88) on cyberspace use. Model fit indices (IFI = 0.98, NNFI = 0.96, RMSEA = 0.060) indicated an excellent overall fit.</p> <p><strong>Conclusion: </strong>Cyberspace significantly enhances students’ political knowledge, shapes their political attitudes, and increases their inclination toward participation, while school administrators currently play a predominantly passive role.</p> https://qijes.com/index.php/ijes/article/download/1415/1446