Iranian Journal of Educational Sociology 2645-3460 9 July 2026 2026 07 01 Representation of the Components and Indicators for Evaluating Learning Quality in Blended Learning at the Elementary Education Level Representation of the Components and Indicators for Evaluating Learning Quality in Blended Learning at the Elementary Education Level 1 13 10.61838/bgtmtk46 EN Journal Article 2026 01 01 <p><strong>Purpose:</strong> The present study aimed to identify the components and indicators for evaluating the quality of learning in blended education among elementary school students.</p> <p><strong>Methods and Materials:</strong> This study employed a qualitative research design using thematic analysis based on the Attride-Stirling approach. Data were collected through semi-structured interviews with 12 educational experts, including university faculty members, educational policymakers, school administrators, and instructional leaders selected through purposive sampling according to theoretical saturation criteria. The inclusion criteria consisted of professional experience in educational management, expertise in blended learning, and academic qualifications related to educational sciences. Data credibility and trustworthiness were established using Lincoln and Guba’s criteria. The interview data were analyzed using MAXQDA 2020 software through open, axial, and selective coding processes, resulting in the extraction and organization of basic, organizing, and global themes related to learning quality evaluation in blended elementary education.</p> <p><strong>Findings: </strong>The findings resulted in the identification of five global themes, including blended learning implementation model, soft educational infrastructure, hard educational infrastructure, learning culture, and communication culture. In addition, 11 organizing themes and 53 basic themes were extracted from the interview data. The results demonstrated that effective evaluation of learning quality in blended education depends on the integration of educational planning, instructional content, teaching processes, technological infrastructure, educational environments, and communication systems. Furthermore, cultural dimensions such as students’ and teachers’ learning readiness, digital participation, communication skills, and family support were identified as influential factors affecting the effectiveness and sustainability of blended learning environments in elementary education.</p> <p><strong>Conclusion:</strong> The findings indicate that evaluating learning quality in blended elementary education requires a multidimensional framework integrating pedagogical, technological, organizational, and cultural dimensions. The interaction among instructional planning, educational infrastructure, communication culture, and learning readiness creates the necessary conditions for effective blended learning implementation and meaningful evaluation of students’ learning experiences. Therefore, strengthening both structural and human dimensions of blended education can contribute significantly to improving educational quality in elementary schools.</p> https://qijes.com/index.php/ijes/article/download/1480/1467