Student life is a sensitive period for identity formation, and cyberspace has transformed this process as a new platform. Despite the widespread use of social networks, no indigenous theoretical framework has been developed to determine digital identity health indicators. The present study aimed to conduct exploratory modeling of Iranian students' digital identity health based on expert perspectives.

This qualitative study used thematic analysis. Data were collected through semi-structured interviews with 10 experts selected via purposive sampling with maximum diversity. Lincoln and Guba criteria ensured trustworthiness, and Cohen's kappa coefficient (0.865) confirmed coding reliability.

In-depth analysis extracted 47 primary codes, 6 sub-themes, and 2 main themes. The first main theme, "Core dimensions of digital identity health," included five dimensions: digital identity coherence, digital identity continuity, authenticity and autonomy, online-offline balance, and digital critical reflection. The second main theme, "Behavioral signs of identity health," included four signs: stable patterns of self-representation, response to rejection and negative feedback, quality of digital silence, and management of boundaries and privacy.
Results showed that Iranian students' digital identity health is a multidimensional and dynamic construct formed through the interaction of core dimensions and behavioral signs. The presented exploratory model, emphasizing educational applications, can serve as a foundation for designing media literacy programs in schools, empowering families for conscious monitoring, and formulating support policies based on student empowerment.