Iranian Journal of Educational Sociology 2645-3460 9 May 2026 2026 05 01 The Relationship Between Perception of the Learning Environment and Employment Hope in Predicting Students’ Academic Vitality in the Post-COVID-19 Era The Relationship Between Perception of the Learning Environment and Employment Hope in Predicting Students’ Academic Vitality in the Post-COVID-19 Era 1 11 10.61838/kman.ijes.1447 EN Journal Article 2025 12 01 <p><strong>Purpose:</strong> The present study aimed to examine the predictive role of perception of the learning environment and employment hope in explaining students’ academic vitality in the post-COVID-19 era.</p> <p><strong>Methods and Materials: </strong>This applied, descriptive-correlational study was conducted among students of Islamic Azad University in Tehran during the 2022–2023 academic year. A sample of 154 students was selected using a three-stage cluster sampling method. Data were collected using the Academic Vitality Questionnaire (Dehghanizadeh et al., 2014), the Perception of Learning Environment Questionnaire (Roff et al., 2001), and the Employment Hope Questionnaire (Ghoreyshi Rad, 2008). The instruments demonstrated acceptable validity and reliability. Data analysis was performed using SPSS version 25 through descriptive statistics and inferential tests, including the Kolmogorov–Smirnov test, Pearson correlation coefficients, and simultaneous multiple regression analysis.</p> <p><strong>Findings: </strong>The results of Pearson correlation analysis indicated that perception of the learning environment (r = 0.32, p &lt; 0.01) and employment hope (r = 0.33, p &lt; 0.01) were positively and significantly associated with academic vitality. The regression model was statistically significant (F = 28.65, p &lt; 0.001), indicating a good model fit. Both perception of the learning environment (β = 0.27, p &lt; 0.01) and employment hope (β = 0.30, p &lt; 0.01) significantly predicted academic vitality. The model explained 22.8% of the variance in academic vitality (R² = 0.228; Adjusted R² = 0.214), demonstrating the combined contribution of the predictor variables.</p> <p><strong>Conclusion: </strong>The findings suggest that both contextual (perception of the learning environment) and psychological (employment hope) factors play significant roles in enhancing students’ academic vitality, highlighting the importance of supportive educational environments and future-oriented motivation in promoting adaptive academic functioning in the post-COVID-19 era.</p> https://qijes.com/index.php/ijes/article/download/1447/1474