Factor Structure Analysis and Validation of a Virtual Media Literacy Education Model in Cyberspace for Teaching Biology: A Structural Equation Modeling Approach

Purpose: The objective of this study was to design and validate a virtual education model for media literacy in cyberspace aimed at teaching biology. Methods and Materials: This research employed a quantitative approach using Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA). After extracting the initial dimensions and components of the model through qualitative studies and a review of the literature, a researcher-developed questionnaire was constructed and administered to a sample of 217 biology teachers in Wasit Province, Iraq. Findings: The results of a three-order confirmatory factor analysis indicated that the designed model demonstrated a good fit (SRMR = 0.081; GOF = 0.621) and comprised three main dimensions: instructional, supportive, and technological. The instructional dimension, with a factor loading of 0.981, was identified as the most significant factor in virtual media literacy education. Reliability indices (Cronbach’s alpha, composite reliability) and convergent and discriminant validity indicators (AVE, HTMT, Fornell and Larcker) also showed acceptable values. The findings revealed that the components of “continuous assessment and feedback,” “interactive learning,” and “gamification in online education” had the greatest impact on the success of the model. Conclusion: Based on the results, the proposed model can serve as an effective framework for designing virtual instruction grounded in media literacy, and it can be utilized by teachers, curriculum planners, and educational policymakers.