Presenting a Model for Digital Identity Management in Schools with Emphasizing the Role of Educational Justice

Abstract

Introduction and Purpose: In the digital age, identity has emerged as a fundamental dimension of human existence and the cornerstone of the educational, cultural, and political foundations of society. With the increasing integration of digital technologies in schools and the critical importance of safeguarding student privacy and security, digital identity management has become a significant challenge for educational systems. This study aims to propose a comprehensive, indigenous model for digital identity management in Iranian schools.

Methodology: This research is developmental-applied in nature and employs an exploratory sequential mixed-methods design. In the qualitative phase, the grounded theory strategy—following the systematic approach of Strauss and Corbin (1998)—was utilized to explore the primary dimensions of the model. Participants included 16 experts in educational management, information technology, and digital identity, selected through purposive and theoretical sampling. In the quantitative phase, the Fuzzy Delphi Method (FDM) was used for screening and refining indicators; the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method was applied to structure the relationships between dimensions; and Structural Equation Modeling (SEM) was used for model validation. The quantitative population comprised 12,345 secondary school teachers in Kermanshah province, from which 384 participants were selected using multi-stage cluster sampling.

Findings: The analysis of qualitative data identified 89 conceptual codes, 17 sub-categories, and 6 core categories within the paradigmatic model. Causal conditions included digital governance and policy-making, technological infrastructure and maturity, and human competencies. Contextual conditions comprised school culture, organizational structure, learning environments, and individual user characteristics. Environmental and structural challenges, alongside human resistance, were identified as intervening conditions. The core phenomenon involved the development of authentication infrastructure, protection of security and privacy, behavioral empowerment and identity literacy, and continuous monitoring and improvement. The DEMATEL results indicated that “Organizational and Educational Outcomes” (D-R=1.1908) is the most influential factor, while “Behavioral Empowerment and User Identity Literacy” (D-R=-2.36856) is the most influenced, yet significant factor in terms of total system interactions. SEM results confirmed that all direct path coefficients were positive, and model fit indices (GFI=0.92, CFI=0.91, RMSEA=0.084) indicated a favorable model fit.

Conclusion: Digital identity management in schools is a multidimensional, interdisciplinary, and transformative phenomenon situated at the intersection of educational governance, information technology, data security, school culture, digital literacy, and student development. The proposed model serves as a robust framework for policy-making, executive planning, and designing educational interventions regarding digital identity management in schools.