Masoumi’s research interests center on the transformative role of information and communication technologies (ICT) in reshaping the conditions for knowledge, teaching, and learning in contemporary society. Since his 2010 doctoral thesis, he has maintained a dedicated focus on digitalization in educational settings, specifically investigating how digital transformation informs the fundamental conditions of learning and teaching. This line of inquiry includes exploring teacher digital competence, mapping the practical use of digital technologies, and enhancing the quality of digitally mediated learning environments (e-learning).

In addition, Masoumi maintains a strong research focus on students’ digital well-being, recognizing its critical influence on learning and development in an increasingly digitalized society. His work in this area provides insights into the "twenty-four-seven" availability of digital violence and the mechanisms through which cyberbullying spills over from social media into classroom contexts. His current research extends these themes to the integration of generative AI, exploring how it can function as a pedagogical co-agent while navigating the "cognitive paradox"—the tension between immediate efficiency and long-term cognitive retention.