The digital space has become an inseparable part of the lives of Iranian children, teenagers, and families. However, it appears that filtering policies in Iran over the past decades have created challenges for families rather than supporting them.

The internet is now a core pillar of daily life, particularly for children and teenagers. It provides a vast platform for education, social interaction, and entertainment, significantly contributing to the development of skills and creativity among younger generations. (1) However, in Iran, strict filtering policies and severe internet access restrictions have had notable negative effects on family life and the upbringing of children. (2)

Implemented to preserve values and block access to inappropriate content, Iran’s widespread filtering policies have had unintended consequences due to their inflexibility and ineffective approaches. These include reduced access to reliable educational and academic resources, (3) weakened digital skills, (4) heightened social dissatisfaction, and a widening generational divide. These restrictions not only limit children’s opportunities for learning and growth but also complicate parents’ ability to raise their children in an informed and supportive manner.

Additionally, children and teenagers’ reliance on circumvention tools such as VPNs has diminished their trust in rules and exposed them to security risks and inappropriate content. (5) This situation underscores the urgent need to reevaluate filtering policies and adopt smarter, more balanced approaches. This study critically examines the impact of filtering on digital skills, family relationships, and children’s behavior, utilizing theoretical concepts like the generational divide and digital literacy to offer practical recommendations.

Digital Literacy: Its Importance and Role in Families

Digital literacy refers to the ability to use digital technologies in a knowledgeable, safe, and ethical manner, playing a critical role in raising children and teenagers. This concept includes skills such as evaluating information, engaging responsibly in the digital space, and identifying appropriate content. (1) Internationally, teaching digital literacy is regarded as a strategy to bridge cultural and social divides and promote digital participation. (6) In Iran, despite the widespread use of digital technologies, there is no comprehensive and centralized plan for advancing digital literacy, exacerbating the negative effects of filtering. (2)

Smart Filtering: An Alternative Approach

Smart filtering uses advanced technologies to control online content while maintaining user security and ensuring unrestricted access to educational and academic resources. Countries like Australia and South Korea have implemented this method effectively to manage content and mitigate the negative effects of filtering. (3) In Iran, however, widespread and imprecise filtering has restricted access to reliable resources and fueled public dissatisfaction. (5) Studies indicate that implementing smart filtering could not only provide safer access but also enhance families’ interactions with technology. (4)

Generational Divide: The Impact of Filtering on Intergenerational Relationships

One significant consequence of filtering in Iran is the intensification of the generational divide. Teenagers, more adept at using digital technologies, often resort to tools like VPNs to bypass restrictions. This behavior has reduced trust between parents and children and deepened feelings of alienation across generations. (8) Research suggests that constructive interaction and open dialogue between parents and children about the digital space can help reduce this divide. (6)

Domestic studies in Iran often highlight the social and psychological effects of filtering. For example, Rahimi and Bayat’s research (2) demonstrates that Iran’s restrictive internet policies have limited access to educational resources, reducing learning opportunities for children. Internationally, numerous studies emphasize the importance of digital literacy and smarter internet management. Zhao et al.’s research (3) found that more intelligent approaches to internet management have positive effects on learning and social interactions.

Over the past years, the policies of the Islamic Republic of Iran regarding the internet and cyberspace have been predominantly focused on control and restriction. These approaches have not only failed to achieve their primary goal of protecting cultural and moral values but have also had adverse consequences for families, children, and society as a whole. A review of Iran’s filtering policies reveals that an excessive focus on prohibition and content blocking, rather than education and the promotion of digital literacy, has increased reliance on circumvention tools. (9)

These policies have further fueled intergenerational conflict and eroded trust between parents and children. Moreover, a lack of transparency in how filtering is implemented and the absence of clear standards have drawn domestic and international criticism. (10)

Key Challenges Facing Iranian Families Due to Filtering

1. Negative Effects on Digital Skills
One of the primary consequences of extensive filtering is the reduced opportunity for children and teenagers to develop digital skills:

• Restricted Access to Educational Resources: Filtering blocks access to many online educational platforms, adversely affecting the development of digital skills. (1)
• Fear of Internet Use: Parents, concerned about their children encountering inappropriate content, often limit access, leading to reduced technological proficiency. (11)
• Reliance on Circumvention Tools: Children bypass restrictions using illegal tools, hindering their ability to learn ethical and effective internet usage. (12)

2. Impact on Family Relationships
Filtering has had widespread effects on family dynamics:

• Generational Divide: Younger generations, more skilled in technology, frequently find ways to bypass restrictions, deepening misunderstandings between generations. (7)
• Increased Family Tensions: Parents’ concerns about internet use and circumvention tools often lead to heightened family conflicts. (13)
• Erosion of Trust: Children’s secretive behavior in using illegal tools undermines parental trust. (14)

3. Effects on Children’s and Teenagers’ Behavior
Filtering has also influenced children’s behavior:

• Encouragement of Unethical Practices: Excessive restrictions may push children toward using illegal methods. (15)
• Increased Curiosity About Restricted Content: Blocking content often fuels children’s curiosity about forbidden material. (16)
• Reduced Opportunities for Recreation and Social Interaction: Limiting access to social platforms and online games restricts opportunities for social engagement, potentially leading to isolation. (17)

Recommendations for Iranian Families

1. Promote Digital Literacy:
   Organize educational workshops for parents and children on safe and effective internet usage. These sessions should be practical and include real-life examples.
2. Adopt Smart Filtering:
   Shift from broad and indiscriminate restrictions to smart filtering to ensure access to appropriate content while minimizing unnecessary limitations.
3. Enhance Parent-Child Interaction:
   Encourage open and constructive discussions about the challenges of the digital space to strengthen trust and reduce family tensions.
4. Invest in Quality Domestic Content:
   Focus on developing high-quality domestic content, including games, films, and educational resources, to meet children’s needs and reduce reliance on foreign sources.
5. Increase Policy Transparency:
   The government should clarify its cyberspace policies, explain the rationale behind filtering, and foster public trust by avoiding misuse of content-restriction tools.

Conclusion

This study demonstrates that Iran’s extensive filtering policies over the past four decades have created numerous adverse effects, including weakened digital skills, heightened generational divides, diminished healthy family interactions, and increased unethical behaviors. Comparing this situation with international experiences suggests that approaches such as promoting digital literacy and strengthening family interactions could replace restrictive policies. Revising these policies and involving educational and psychological experts in drafting cyberspace regulations is an essential step toward balancing security with freedom of access.

References

1- Livingstone, S., Stoilova, M., & Nandagiri, R. (2018). Children’s data and privacy online: Growing up in a digital age. London School of Economics and Political Science.

2- Rahimi, F., & Bayat, S. (2022). Internet censorship in Iran: Impacts on youth and education. Journal of Information Policy, 12(1), 45–62.

3- Zhao, Y., Pinto, S., & Leurs, K. (2020). Internet governance and its implications for education and society. International Journal of Educational Technology, 36(4), 245–260.

4- UNICEF. (2021). The digital divide: Impacts on children’s learning and well-being. UNICEF Report. Retrieved from https://www.unicef.org

5- Byrne, J., Kardefelt-Winther, D., Livingstone, S., & Stoilova, M. (2019). Global Kids Online: Comparative report. UNICEF Office of Research. Retrieved from https://www.unicef.org

6- UNESCO. (2021). Digital literacy: Preparing learners for a digital world. UNESCO Report. Retrieved from https://www.unesco.org

7- Zhao, Y., Wang, S., Tang, J., & Yu, M. (2019). How do parental control strategies influence children’s internet use? Computers in Human Behavior, 100(1), 343–355.

8- Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children’s online activities, risks and safety. London School of Economics and Political Science.

9- Amini, S., Rahimi, R., & Haghshenas, M. (2021). Challenges of internet filtering in Iran: A sociological perspective. Iranian Journal of Communication Studies, 17(3), 45–67.

10- Rahimi, R., & Haghshenas, M. (2018). The social consequences of internet censorship in Iran: Perspectives from families. Iranian Journal of Sociology, 14(2), 29–54.

11- Helsper, E. J., & Eynon, R. (2013). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503–520.

12- Van Deursen, A., & van Dijk, J. A. G. M. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507–526.

13- Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.

14- Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children’s online activities, risks and safety. London School of Economics and Political Science.

15- Byrne, J., Kardefelt-Winther, D., Livingstone, S., & Stoilova, M. (2016). Global Kids Online: Researching children’s rights in the digital age. UNICEF Office of Research-Innocenti.

16- Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.

17- Kardefelt-Winther, D. (2017). How does the time children spend using digital technology impact their mental well-being, social relationships, and physical activity? UNICEF Office of Research-Innocenti.