marginalized students in virtual education (case study of Shiraz city)

The purpose of the current research was to investigate the challenges of marginalized students in Shiraz during virtual education the Corona era. The method of qualitative research was based on foundational data theory. The scope of the research was the teachers of the peripheral areas of Shiraz city, and 16 of them were selected as a sample using the purposeful sampling method. The sample size was determined based on the rule of theoretical saturation. Thus, the sampling continued until no new findings emerged. In order to collect data, a semi-structured interview method was used. The validity and reliability of the data was checked and confirmed. Data analysis was done using the systematic method of Strauss and Corbin in three stages of open, selective and central coding. In the open coding phase, 128 concepts were obtained, which were formed in the form of 13 main categories, around a core category called the challenges of virtual education in marginal areas. Physical environment, infrastructural facilities, poverty and the culture of poverty as causal conditions, lack of skills of parents and teachers in the form of background conditions of traditional thinking, non-acceptance of virtual education and marginal view of education as intervening conditions, which can be identified with Strategies such as the growth of virtual knowledge and the promotion of family culture took action to improve the conditions to achieve outcomes such as improving the learning of marginal students and reducing inequalities.