نوع مقاله : مقاله پژوهشی
موضوعات
عنوان مقاله English
نویسنده English
Introduction: This paper argues that digital and network technologies have not merely influenced but have fundamentally reshaped the experience of adolescence in Iran, positioning youth as a decisive force in socio-cultural transformation. Situated within cultural and digital studies, the paper critiques both techno-optimistic and techno-pessimistic discourses and proposes a more nuanced understanding of technology as an embedded component of adolescents’ everyday lives, endowed with both material and moral agency.
Adolescence in Iran is a historically constructed category that emerged alongside urban modernization and the expansion of formal education. The recent proliferation of digital media has profoundly altered this life stage. Iranian adolescents now rely on digital platforms for education, entertainment, communication, and emotional expression. Prevailing interpretations of this shift are polarized: optimistic views emphasize increased autonomy, identity experimentation, and emancipation from traditional social constraints, whereas pessimistic accounts warn of alienation, social fragmentation, and the reproduction of offline inequalities. Rejecting both perspectives as technologically deterministic, the paper argues that digital technologies are deeply woven into the fabric of adolescent life, shaping habits, attitudes, and values, compressing generational structures, and contributing to the democratization of experience.
Method and Conceptual Framework: Drawing on a cultural studies approach, the study synthesizes existing empirical research-including surveys, and quantitative and qualitative academic studies-to explore how digital cultures are reshaping adolescent identity formation and socialization in Iran.
Findings: The findings are organized around several key themes. First, the concept of “generation” has undergone transformation. Classical theories define generations through shared historical experiences or collective traumas; however, digital technologies have compressed generational boundaries, increasingly defining them by shared technological objects-such as smartphones-rather than historical events. Iranian adolescents born in the 2000s and 2010s experience social traumas (e.g., sanctions, COVID-19), cultural fragmentation, and a “politics of life,” yet retain local cultural distinctions while negotiating global aspirations. Subcultural analyses reveal clear generational differences in internet use, fashion, and language, demonstrating adolescents’ agency and their “quiet encroachment” into everyday life.
Second, Social Media and Everyday Life are dominated by global platforms such as Instagram and YouTube, despite official filtering measures. Platform use is primarily oriented toward leisure activities, including fashion and music, rather than formal education. Digital platforms also enable civic engagement and subcultural expression, including the organization of protests via Instagram Stories, anonymous accounts for creative expression, and fan activism (e.g., K-pop communities). Blogging and influencer culture (“blaggerism”) further exemplify enhanced agency, though they carry significant risks, such as oversharing personal information, identity misrepresentation, and resulting family or academic conflicts.
Third, Gaming and Virtual Worlds serve as privileged sites for socialization and identity formation for over 30 million Iranian gamers. Contrary to alarmist accounts, games foster creativity, decision-making, and simulations of alternative futures. Emerging 3D and metaverse platforms, along with live streaming on services such as Twitch, facilitate digital-emotional communities and economic exchanges. Additionally, virtual reality (VR) environments and dating applications provide new, albeit potentially risky, avenues for interpersonal relationships, partially compensating for restrictions in the public sphere.
Fourth, the “Affective Turn” reflects the emergence of emotional communities or “affective publics” and “neo-tribes” on social media. These communities are structured around shared subjective judgments and affective experiences. Iranian adolescents’ understanding of intimacy, humor, and social evaluation is increasingly shaped by publicized emotions, the desire for social recognition, “carnivalization,” and the creation of digital heroes and anti-heroes-all amplified within online spaces.
Finally, the impact of Artificial Intelligence (AI) is profound. Algorithms on platforms such as TikTok create echo chambers, shaping self-perception and limiting exposure to alternative viewpoints. AI chatbots offer emotional support but may reduce reliance on human interaction, potentially reinforcing social isolation. AI also exacerbates comparison culture, affecting body image and privacy, while simultaneously offering opportunities for educational innovation and artistic creation. Iranian adolescents navigate these global AI frameworks within a locally embedded religious-ethical context, often accessing filtered platforms through VPNs.
Conclusion: Digitality has endowed Iranian adolescents with increased agency and new forms of subjectivity rooted in self-expression and digital activism. Traditional institutions have been partially marginalized, prompting a recalibration of symbolic boundaries. The study argues against pathological interpretations of adolescent digital engagement, proposing instead that digital ethics emerge organically from the internal logic of digital spaces. Balanced digital engagement can be fostered through democratic digital literacy, dialogue, and reflective practices, enabling society to understand and support the diverse identities shaped by adolescents in an increasingly digital world.
کلیدواژهها English
