ABSTRACT
The present study aimed to explore the lived experience of Iranian mothers about the process of e-learning for their children by way of a qualitative approach and phenomenological study. Semi-structured telephone interviews were held with 28 mothers residing in Tehran (the capital of Iran) in the second half of 2021. Maximum variation sampling was carried out to recruit a variety of interviewees, and theoretical sampling was performed to reach conceptual saturation. The interview data were encoded by thematic analysis. The themes were classified into the three categories of basic, organizing, and global themes. The research findings showed that Iranian mothers have been faced with multiple challenges, burdens, and inequalities with respect to their children's e-learning during the coronavirus disease 2019 (COVID-19) pandemic. Family-centered and mother-centered e-learning, motherhood at the intersection of multiple identities, mothers' multiple fears and concerns, and gender inequality in parental duties constituted a major part of the lived experience of Iranian mothers during the pandemic. In total, the findings showed that the COVID-19 pandemic has increased the multiple responsibilities of women, especially about their children, and has delegated a double burden of education responsibilities to mothers.