Abstract

The purpose of this study is to investigate the post-phenomenological approach in virtual education and its implications for the educational system. Analytical and inference methods have been used to achieve this goal. The growing influence of information and communication technology in the education system; on the other hand, the large increase in the number of applicants for education has led to challenges such as the superiority of virtual education over face-to-face education and has led to changes in education and its methods. One of the latest developments in this area is virtual education. The educational system, as the official institution of education, cannot be unaware of these changes and must, along with the technical view of the development of new technologies to philosophical research and how to change the perceptions and experiences of educators and educators when using these new technologies. Post-phenomenology with a focus on technology is one of the promising qualitative approaches for transparency in this field. The research findings showed that each of the post-phenomenological concepts such as Technological relations, multistability, and transparency in virtual education had implications for the education system. As a result, simultaneous attention to both engineering and humanities approaches in designing virtual learning environments is essential in the education system. This research is an attempt in the field of humanities approach to new technologies along with its quantitative and technical development.