Thesis:

Qualitative analysis of the role of teacher-student interaction in the link between the use of educational technology and cognitive engagement of elementary school students in Davarzen city in the academic year ۱۴۰۴-۱۴۰۵.

The present qualitative study aimed to analyze the role of teacher–student interaction in linking the use of educational technology to the cognitive engagement of elementary school students in Davarzan County during the 2025–2026 academic year. The study employed a qualitative approach using thematic analysis. The participants consisted of 33 individuals, including 18 teachers and 15 elementary school students from urban and rural schools in Davarzan County. Participants were selected purposefully, considering diversity in grade level, teaching experience, and school location, and sampling continued until theoretical saturation was reached. Data were collected through semi-structured interviews and analyzed through familiarization with the data, initial coding, categorization, and identification and interpretation of sub-themes and main themes. The findings were organized into three main themes. The first theme, “Students’ Dual Perceptions: Visual Excitement alongside Silence Caused by Fear,” indicated that multimedia technologies could enhance students’ enthusiasm, participation, and curiosity; however, fear of making mistakes, peer judgment, and unequal access to technology could limit their participation. The second theme, “Teachers’ Attitudinal Spectrum: From Creativity under Limited Conditions to Cautious Resistance,” revealed that teachers’ approaches to educational technology were influenced by technological self-confidence, teaching experience, perceptions of technology effectiveness, and professional support. The third and central theme, “The Teacher as a Bridge between Technology and Cognitive Engagement,” demonstrated that technology alone does not guarantee sustained cognitive engagement. Rather, purposeful teacher–student interaction, guided classroom discussion, collaborative activity design, and effective instructional management play a crucial role in transforming the initial excitement and participation generated by technology into deeper thinking, reasoning, and meaningful learning. Overall, the findings indicated that teacher–student interaction is a critical factor linking educational technology to students’ cognitive engagement, and that the quality of this interaction determines whether technology becomes a catalyst for deep learning or remains merely a source of temporary excitement and participation. Keywords: Teacher–Student Interaction, Educational Technology, Cognitive Engagement, Thematic Analysis, Elementary School Students, Qualitative Research..

Keywords: Teacher–Student Interaction, Educational Technology, Cognitive Engagement, Thematic Analysis, Elemen