Exploring Factors Influencing the Digital Minimalism of Student-Teachers in the Digital Space: A Grounded Theory Study from the Perspective of Experts

With the rapid expansion of digital technologies and the rising adverse consequences of unconventional digital space usage, digital minimalism has emerged as a vital skill for student-teachers. The present study was conducted to investigate the factors influencing digital minimalism among student-teachers from the perspective of experts. This study utilized a qualitative approach and the grounded theory method. The statistical population consisted of all academic experts (specialists in educational technology and psychology) in Alborz Province during the ۲۰۲۵–۲۰۲۶ academic year. Sampling was performed using a purposive criterion-based method and guided by the principle of theoretical saturation; ultimately, ۲۰ academic experts participated in semi-structured interviews. Data were analyzed using Strauss and Corbin’s (۲۰۰۸) three-stage coding process, which includes open, axial, and selective coding. To validate the research, Lincoln and Guba’s (۱۹۸۵) four criteria—credibility, transferability, dependability, and confirmability—were applied. The results indicated that, from the perspective of academic experts, several factors serve as drivers of digital addiction (the antithesis of digital minimalism), including personal/internal factors, family factors, social/peer factors, the addictive design of applications, and a lack of proper education and cultural cultivation. Furthermore, strategies such as self-awareness and personal management, organizing and decluttering the digital environment, strengthening non-digital relationships and activities, and education/cultural cultivation can foster digital minimalism. These findings can serve as a foundation for expanding digital minimalism to promote the balanced, purposeful, and healthy use of technology.

کلیدواژه ها:

Grounded Theory ، Digital Minimalism ، Student-Teachers ، Experts ، Digital Space