DEMYSTIFYING STUDENT-UNIVERSITY IDENTIFICATION AMONG VIRTUAL TEFL CANDIDATES: THE CASE OF IRAN

Student-University Identification (SUI) of virtual students in higher education is one area identity that receives less attention. This study aimed to explore the SUI a purposive sample five studying Teaching English as Foreign Language (TEFL) at Ph.D. level Iran. Investigating among TEFL candidates potentially contributes demystifying complex relationship factors, such cultural experiences, linguistic backgrounds, and online environment challenges. Using phenomenology, investigated identities participants by thematically analyzing semi-structured interview data. The findings revealed participants’ various ways identifying with university, subsequent consequences identification, obstacles preventing them develop SUI. indicated several factors play are unique doctoral candidates. faculty prestige, research-based concerns, nature media were identified be crucial aspects for students. Universities thus advised provide appropriate direction also found some perceived lack competence TEFL, which, turn, acted barrier their To alleviate this problem, further research needs identify what lacking teacher university programs initiatives required improve students’ professional development help become confident teachers.