en روان شناسی تکاملی Evolutionary Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3366ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective</b>: This study investigated the impact of digital educational platform use on self-directed learning and academic resilience and examined the mediating role of self-directed learning in this relationship among female senior high school students in Marvdasht, Iran.<br> <b>Methods</b>: This descriptive-correlational study employed structural equation modeling (SEM). The study population consisted of 4,850 female students enrolled during the 2023&ndash;2024 academic year, from whom 360 participants were selected using multi-stage cluster sampling. After excluding incomplete responses, data from 342 students were analyzed. Data collection instruments included Fisher&rsquo;s Self-Directed Learning Readiness Scale (2001), Cassidy&rsquo;s Academic Resilience Scale (ARS-30; 2016), and a researcher-developed questionnaire assessing digital platform usage. Validity and reliability were confirmed through confirmatory factor analysis (CFA) and Cronbach&rsquo;s alpha coefficients. Data were analyzed using Pearson correlation and SEM with SPSS-26 and AMOS-24.<br> <b>Results</b>: Digital platform usage was positively associated with self-directed learning (r = 0.52, p < 0.001) and academic resilience (r = 0.41, p < 0.001). Self-directed learning was also positively correlated with academic resilience (r = 0.47, p < 0.001). SEM results indicated that digital platform usage had both a significant direct effect on academic resilience (&beta; = 0.24, p < 0.001) and an indirect effect through self-directed learning (&beta; = 0.198, p < 0.001). The proposed model demonstrated acceptable fit indices (CFI = 0.92, GFI = 0.90, RMSEA = 0.063).<br> <b>Conclusions</b>: The findings suggest that digital educational platforms can enhance students&rsquo; academic resilience by promoting self-directed learning. These results highlight the importance of technology-enhanced instructional approaches that support self-regulation and learner autonomy.</span></span></span></span></div> Virtual Education, Digital Platforms, Self-Directed Learning, Academic Resilience 0 0 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-646-2&slc_lang=en&sid=1 Ali Mohammad Ahmadi Gharacheh amag2004@pnu.ac.ir 100319475328460012464 0009-0000-0000-0000 Yes Assistant professor, Department of psychology and educational sciences, Payame Noor university, Tehran, Iran Farzad poorgholamy drfarzad.pgh@pnu.ac.ir 100319475328460012465 0009-0000-0000-0000 No Assistant professor, Department of psychology and educational sciences, Payame Noor university, Tehran, Iran Hamid Sabbaghian Baghdad Abad hamid.sabbaghian@pnu.ac.ir 100319475328460012466 0009-0000-0000-0000 No Department of psychology and educational sciences, Payame Noor university, Tehran, Iran