Providing a Justice-Oriented Virtual Education Model Using Interpretive Structural Method in Schools of Golestan Province

Establishing justice in education is one of the most challenging issues in education. Therefore, the purpose of this study was to provide a justice-oriented virtual education model in schools of Golestan province with an interpretive structural approach. The present study is applied in terms of purpose that has been done with an inductive-deductive approach. Data collection was through library studies as well as field methods. Semi-structured interviews were conducted with experts in the fields of educational management and educational sciences to identify the components. From the interview with the 11th expert onwards, no new concept was added and interview process reached the so-called theoretical saturation. The research findings showed 10 components and 47 subcomponents that were screened using fuzzy Delphi technique. According to the research model, the componants of level six, strategic planning of virtual education, understanding the gaps in infrastructure facilities, development of virtual education in rural areas, have the greatest impact on justice-oriented virtual education. These componants affect the components of level five, e-learning performance evaluation system and comprehensive e-learning monitoring system. Justice-orientation in social media at level four affects virtual education culturalization at level three, and virtual education culturalization affects componants at level two, improving teachers’ digital skills and improving students’ technological skills. This will eventually lead to justice-oriented virtual education. Therefore, it is suggusted to provide the necessarystandards for the design, development and implementation of educational justice strategies by increasing and strengthening access to virtual education and the implementation of educational laws and regulations.