The conscious acceptance of hijab in contemporary society is influenced by the complex interaction between family, school, media, and the cultural transformations of the digital age. The proliferation of new media, changing patterns of socialization, and evolving lifestyles have altered the attitudes of the new generation toward hijab, highlighting the necessity of rethinking educational methods more than ever. The present study was conducted with the aim of presenting a conceptual model for the conscious acceptance of hijab based on the interaction of family, school, and media in the context of cultural changes, from the perspective of female secondary school principals in Lamerd County. The research employed an exploratory mixed-methods approach. The research population consisted of 15 female principals of lower and upper secondary schools in Lamerd County, who were selected purposefully. Data were collected through open-ended questions and semi-structured interviews and analyzed using thematic analysis. The findings led to the extraction of 65 initial codes, 20 sub-themes, and 7 main themes, including: cultural and social changes affecting attitudes toward hijab; the role of cyberspace in redefining attitudes; rethinking the role of the educational system; the family as the most important context for transmitting values; effective education for the conscious acceptance of hijab; pathology of existing cultural programs; and solutions to reduce the value gap. Based on the relationships among the themes, the conceptual model of the research was designed, which demonstrates that the conscious acceptance of hijab is the result of the synergistic interaction of family, school, and media within the context of cultural changes. The results indicate that persuasive, dialogical, participatory, and media literacy-based approaches have a greater capacity for the internalization of cultural values and reducing the generational value gap compared to authoritarian methods.