Introduction
The living environment is a crucial factor influencing the type and quality of human life. The environment and the changes that occur within it play a significant role in shaping individuals' psychological and emotional states (Nadimi et al., 2012, p. 91). Student housing is not merely a place of residence for students; it should also foster their academic, mental, and personal development (Abdi et al., 2019: 95). Entering university marks a critical stage in life, often accompanied by significant changes in social relationships. One such change involves the formation of new expectations and roles that students assume upon entering university (Reza Soltani, et al., 2013, p. 38). This experience is particularly challenging for students who are separated from their families and must live in a new city and student dormitory (Anvari, 2016, p. 106). The period of higher education, or student life, is one of the most transformative phases in an individual's life. During this time, students undergo significant changes due to new educational experiences, unfamiliar situations, and the pressures of new expectations. These changes can have a lasting impact on their future. For students studying in a city away from their home, living in a student dormitory further intensifies these transitions. The student dormitory plays a vital role in providing a sense of security for non-native students, making it an essential component of the higher education system (Saeidi & Esmailzadeh, 2009, p. 44).
Farhangian University, like other universities, admits a large number of non-native students each year, many of whom must reside in dormitories. At Farhangian University, dormitories hold a unique educational and developmental role. The university's mission is to train teachers in alignment with the values of the Islamic Revolution, and as a result, students spend a significant portion of their time in the dormitories. These halls serve as spaces where student-teacher relationships are cultivated, and students gain valuable experiences through these interactions. Investigating these experiences is of great importance. Moreover, there is a lack of research on student communication within the context of student life in the halls. Therefore, the purpose of this study is to explore the nature of student communication in dormitories.
 
Method
Given the nature of the subject under study, the approach of the current research is qualitative, specifically of the phenomenological type. The research participants were female student teachers residing in the dormitories of Farhangian University, Imam Sajjad Campus, in South Khorasan. A purposive sampling method was used to select a sample of 11 participants, all of whom had at least two semesters of living experience in the university's student residence. The sample size continued to grow until theoretical data saturation was reached. The research tool was a semi-structured interview, and data collection was carried out through these interviews. During the interview process, a variety of questions were posed, and the main questions are:

What are your experiences of student communication in dormitories?
What challenges and problems have you encountered in your communication with students’ dormitories?
What opportunities has student communication in dormitories created for you?
What are the characteristics of student communication in dormitories?
What have been the effects and outcomes of your communication with students in dormitories?

To analyze the data, Colaizzi’s (2002) seven-step strategy was employed. Additionally, MAXQDA (version 11) was used during the data analysis stages. To evaluate the results of this qualitative research, the criteria set by Lincoln and Guba (1985) were applied.
Findings and Conclusion
The findings from students’ lived experiences were categorized into four main themes and nine sub-themes: characteristics (individual, social), consequences (moral, behavioral, and cultural), opportunities (group and individual) and challenges (personal, intellectual, and cultural). The results revealed that communication among students in the dormitories has created numerous opportunities and challenges. Key opportunities include enhanced communication skills, academic progress, exposure to new concepts and the development of teamwork abilities. However, alongside these opportunities, students identified several challenges, including personal differences, cultural variations, differing morals and attitudes, and the lack of private space.
Based on these findings, it can be concluded that student communication in the dormitory can foster both personal and social growth. The relationship between students and teachers in the dormitories is shaped by the needs of both groups. Both students and teachers view communication in the dormitories as an opportunity and use this platform for self-improvement, aiming to make the most of their four years of study.