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After years of fragmented efforts, Iran's Ministry of Education finally introduced a formal legal framework for virtual schools on August 20, 2025, by issuing the 'Virtual School Constitution.' This initiative aims to address a growing societal need: providing education to students who, due to unique circumstances, are unable to attend traditional classrooms in person. But what exactly does this constitution entail? How are virtual schools defined, who are they designed for, and most importantly, what challenges or opportunities do they present for Iran's education system? In this report, Digiato explores the law and its implications.
This document is not a sudden innovation. For years, families have sought alternatives to traditional schools for various reasons, ranging from migration and illness to professional sports commitments. During this time, private institutions and individuals have provided these educational services informally. Now, the government has stepped in with a formal constitution to regulate and oversee this domain. But is simply drafting a law enough to ensure the success of this initiative?
What Is a Virtual School?
According to the constitution, a 'virtual school' is an educational institution that delivers all its processes, including teaching, evaluation, and student development, electronically and remotely using modern communication and information technologies. From enrollment to graduation, students never need to physically attend a school building.
Article 1 defines virtual schools as "institutions similar to regular schools" under the full supervision of the Ministry of Education. This suggests that virtual schools share the same standards as traditional schools. While the constitution does not explicitly state this, the definition paves the way for virtual school graduates to receive fully accredited diplomas and participate in nationwide university entrance exams. This provision directly addresses concerns among families about the validity of credentials issued by informal online education providers. Virtual schools are required to deliver curricula aligned with the Ministry-approved syllabi, ensuring no significant differences from physical schools in this regard.
Who Can Enroll?
Contrary to initial assumptions that virtual schools would be accessible to all students, the Ministry of Education has explicitly designated five specific groups eligible for enrollment:
1. Iranian Students Abroad
One target group for virtual schooling includes Iranian students living abroad. However, this raises an important question: Why would a family residing in a country with an advanced education system opt for remote virtual schooling over high-quality, in-person education?
2. Foreign Students Interested in Iranian Education
In a surprising move, the constitution opens virtual schools to 'foreign nationals interested in studying within the Iranian education system.' This raises questions about the appeal of Iran's virtual schooling for non-Iranian students, as concrete motivations or incentives remain unclear.
3. Students with Medical Needs
Students with severe illnesses or medical conditions that make daily attendance at crowded, stressful school environments harmful or impossible can enroll in virtual schools by presenting valid medical certificates. This initiative aims to promote educational equity for students frequently forced to pause their studies due to health challenges.
4. Married Female Students
Married girls, often facing social or family limitations that hinder their attendance in traditional schools, can continue their education in a more flexible virtual setting.
5. Special Cases Approved by Regional Committees
This provision allows for the inclusion of students who don’t fall into the above categories but have compelling reasons, such as being underprivileged, working children, or those in challenging family situations, that prevent them from attending physical schools. Regional educational committees will assess and approve these cases.
Challenges Ahead
Despite its positive intentions, the path for virtual schools in Iran is fraught with significant challenges that cast doubt on the initiative's success.
Technological Infrastructure
The most immediate challenge is Iran’s uneven technological infrastructure. Can a student in a remote village in Sistan and Baluchestan access stable, high-speed internet? If the answer is no, a project launched under the banner of 'educational equity' may ironically exacerbate digital and educational inequalities. Recent reports on Iran’s internet quality highlight a considerable gap in achieving reliable connectivity nationwide.
Hidden Costs for Vulnerable Groups
According to Mousa-Reza Kafash, Deputy Secretary-General of the Supreme Council of Education, these schools will primarily operate as 'non-governmental institutions' charging tuition fees. This reality poses a significant barrier for vulnerable groups like working children. To address this, Article 10 of the constitution mandates the Ministry of Education to cover tuition costs for underprivileged students and to provide tools like tablets and laptops in low-income, rural, and border areas. However, the success of this initiative depends entirely on the government’s ability to implement these measures effectively.
Married Girls: A Double-Edged Sword
The inclusion of married girls as a target group offers a chance for continued education, particularly for child brides - a demographic numbering around 27,000 cases of under-15 marriages in 2022, according to official statistics. While this provision may enhance literacy among this group, it risks isolating them further by removing their last opportunity for social interaction with peers. Schools are not just educational spaces; they are vital for emotional and social development. Virtual schooling may inadvertently deprive these girls of essential adolescent experiences.
Conclusion
Virtual schools in Iran could potentially provide a lifeline for marginalized groups, but their success hinges on addressing key weaknesses in the constitution. Without resolving these issues, the initiative risks deepening social isolation and educational inequality, undermining its primary goal of promoting equity in education.
