Digital social spaces and teen language phenomenology in peer learning

Abstract

This study investigates the intersection of digital communication, peer-led learning, and cultural engagement among Iranian adolescents, with a focus on the social media platforms Instagram and X (formerly Twitter). Employing a mixed-methods design, the research included a quantitative survey of 350 high-school students in Tehran and a qualitative content analysis of peer mentor interactions. The study compared the effectiveness of trained versus untrained digital peer mentors. Data were analyzed using exploratory factor analysis, reliability testing (Cronbach’s α > 0.70), and thematic coding. Results indicate that trained mentors outperform untrained mentors in content organization, use of ICT, and engagement strategies. Notable gender differences were observed, with female mentors producing clearer and more structured content. These findings are consistent with international research on digital pedagogy, suggesting that structured ICT training can enhance educational equity in both urban and rural contexts. Policy implications include the implementation of mandatory teacher training programs, reduced teaching loads to allow for high-quality digital instruction, and incentives for the creation of educational content.