Digital Transformation and Administration Innovation 4 Serial Number 14 2026 07 01 Identifying the Factors Affecting Virtual Media Literacy Education and Presenting a Qualitative Framework Identifying the Factors Affecting Virtual Media Literacy Education and Presenting a Qualitative Framework 1 15 10.61838/dtai.262 EN Journal Article 2025 12 26 <p>The present study was conducted with the aim of identifying the factors affecting virtual media literacy education and presenting a qualitative framework. In terms of purpose, the study was applied; in terms of data, it was exploratory qualitative research; and in terms of implementation, it was based on emergent grounded theory. The participants in the qualitative section included academic experts and specialists knowledgeable and informed about virtual media literacy education, as well as experienced managers of Iran Customs Administration. Using the snowball sampling method, interviews were conducted with 22 participants until theoretical saturation was achieved. Data collection was carried out through library research (document analysis) and field research (semi-structured interviews). The validity of the qualitative instrument was established through triangulation, including data triangulation, researcher triangulation, and methodological triangulation. Data analysis was performed using the theoretical coding technique based on emergent grounded theory through the identification of open, axial, and selective codes. The findings led to the identification of 5 dimensions, 18 components, and 87 indicators as factors affecting virtual media literacy education, including cultural factors with 3 components and 15 indicators; structural factors with 4 components and 19 indicators; content-related factors with 4 components and 17 indicators; technological factors with 2 components and 7 indicators; and educational factors with 5 components and 29 indicators. A qualitative framework for virtual media literacy education for employees of Iran Customs Administration was presented. Finally, the theoretical validity of the findings was confirmed through expert validation. The findings of this study indicate that virtual media literacy education in Iran Customs Administration is influenced by a set of cultural, individual, structural, technological, content-related, and educational factors that directly affect employees’ ability to analyze digital information and make informed decisions. Identifying these factors provides the basis for designing targeted educational interventions aligned with the specialized missions of customs administration, and the proposed qualitative framework can serve as a practical foundation for enhancing information security, organizational efficiency, and the professional development of employees in Iran Customs Administration.</p> https://journaldtai.com/index.php/jdtai/article/download/262/277