In the contemporary era, a fundamental objective of educational systems is to socialize students so they are prepared to participate in society and assume various roles and responsibilities. Consequently, the process of socialization must be accompanied by the development of diverse student competencies, among which social skills are paramount. In recent years, the conditions arising from the COVID-19 pandemic and the post-pandemic period have led to virtual education largely replacing in-person instruction. This shift raises a critical question: to what extent does the mode of socialization—virtual versus in-person—impact the development of social skills? The present study employed a survey method to investigate this question, utilizing a theoretical framework based on Émile Durkheim’s sociological perspectives. The statistical population comprised all senior high school students in rural areas of Holeylan County, Ilam Province, during the 2022-2023 academic year. A sample of 321 students was selected through simple random sampling, and data were collected using standardized instruments, specifically the Ghorbani and Jom’eNiya Socialization Questionnaire (2018) and the Gresham and Elliott Social Skills Rating System (1990). The results of the analysis of variance (ANOVA) indicated a statistically significant difference in social skill levels between groups receiving in-person instruction and those engaged in virtual learning; the mean social skill score was notably higher in the in-person cohort. The lack of multi-directional communication and the diminished influence of reference groups were identified as the primary factors contributing to the decline in social skills during virtual instruction.