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 necessary
standards 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.