Introduction
Education today is a vital aspect of individuals' lives and a key determinant of their success or failure. Across the globe, societies prioritize their educational systems based on contextual needs, acknowledging that education is essential not only for individual development but also for the survival and progress of nations (Iqbal, Atay, & Savitskaya, 2023). As a foundational element of societal advancement, education plays a critical role in shaping social structures and nurturing future generations through the transmission of knowledge (Lewellen, 2002).
In recent decades, research has pointed to a significant shift in epistemological frameworks and learning paradigms (Barati & Khobchehre, 2022). These transformations have led to a reconsideration of traditional pedagogical methods and the integration of innovative teaching approaches (Ermetov, Sobirjonov, & Maxsudov, 2023). Among these innovations, e-learning has emerged as a promising avenue for enhancing educational access and effectiveness. As a result, many educational systems worldwide have embraced digital learning to improve efficiency and adaptability (Robinson & Hullinger, 2008).
In Iran, however—particularly at the elementary school level—e-learning remains a relatively new and evolving practice. This modality has introduced a range of challenges for teachers, students, and parents. Despite the passage of six years since the onset of the COVID-19 pandemic, seasonal school closures persist, and the quality of virtual education remains suboptimal. Studies highlight persistent issues such as limited technological infrastructure, inadequate internet connectivity, insufficient training for online teaching, and diminished opportunities for student social interaction (Gorgani & Dehghani, 2021; Barati et al., 2022).
Given the ongoing global crises—including economic instability, energy shortages, environmental degradation, emerging diseases, and educational inequities—there remains a strong possibility of continued or renewed dependence on e-learning. In this context, a phenomenological analysis of elementary school teachers' experiences with e-learning in Birjand can offer valuable insights into the unique challenges and opportunities associated with this educational format.
This study aims to explore the multifaceted obstacles encountered by elementary educators in Birjand during the implementation of e-education. Using a qualitative phenomenological approach, it examines teachers’ lived experiences and perceptions, focusing on five key domains: technical and skill-related challenges, infrastructural shortcomings, policy and management issues, psychological and physical impacts, and socio-cultural influences (Adedoyin & Soykan, 2023). The findings emphasize the need for strategic, systemic interventions to address these challenges. As e-learning continues to play an integral role in modern education, understanding and overcoming its limitations will be critical to improving educational quality and ensuring equitable access for all learners (Li, Zhang, & Piper, 2023).
 
Methodology
This study adopted a qualitative research approach, employing the phenomenological method to gain a deep understanding of participants' lived experiences and the meanings they assign to those experiences. Phenomenology, as a qualitative methodology, focuses on the subjective interpretation of human experiences and the exploration of how individuals perceive and make sense of their realities. This approach also allows for an examination of the cultural and social contexts that shape those experiences.
The study population included all elementary school teachers in Birjand. Through purposive sampling, 18 teachers who had demonstrated notable success in implementing e-learning were selected as participants. Selection criteria included a minimum of five years of teaching experience, at least one year of experience in virtual education, familiarity with e-learning methodologies, and a willingness to participate in the study.
Data were collected through semi-structured interviews. Prior to each interview, participants were informed about the study’s purpose and ethical considerations to obtain their informed consent. A structured interview protocol was developed and shared with participants in advance, outlining the study objectives, research questions, and key discussion points. Interviews were conducted in person and lasted approximately 25 to 30 minutes each. Data collection continued until theoretical saturation was achieved after the 18th interview.
To enhance reliability, each interview was conducted by a team of two researchers, both of whom were present during every session. In addition to taking detailed notes, the interviews were audio-recorded with participants’ permission. The recordings were transcribed verbatim, and each transcript was carefully reviewed multiple times to ensure accuracy. The transcribed data were then imported into MAXQDA software for coding and analysis.
To ensure the validity of the coding process, the extracted codes were shared with the interviewees for member checking, allowing them to confirm whether the codes accurately reflected their intended meanings. Based on participant feedback, some codes were revised or removed. Furthermore, confirmability of the research findings was assessed through a peer debriefing session with a research colleague, during which necessary revisions were made.
To ensure coding consistency and enhance reliability, the study utilized Denzin’s (1970) triangulation method. Three selected interviews were independently coded by three different researchers, and their results were compared based on the midpoint rule to identify and address discrepancies.
 
Findings
The semi-structured interview data underwent a multi-phase coding process. In the initial stage, 105 preliminary codes were identified. After eliminating duplicates, 92 unique open codes were extracted. During the second phase, these open codes were organized into 15 axial codes based on thematic similarities. In the final phase, a comprehensive review of both open and axial codes led to the emergence of five overarching selective codes that represent the key dimensions of the participants’ experiences:

Technical and skill-based challenges
Infrastructure and support challenges
Policy and management challenges in e-learning
Psychological and physical challenges
Cultural and social challenges

Discussion and Conclusion
This study explored the challenges faced by elementary school teachers in Birjand in implementing e-learning, focusing on five key dimensions. From an infrastructural standpoint, inadequate access to high-speed internet and frequent technical issues emerged as significant barriers, adversely affecting the quality of online education. In terms of skills, teachers often lacked the necessary competencies to produce digital content and remained reliant on traditional instructional methods, limiting opportunities for interactive learning. Managerial challenges were also prominent, including ineffective policymaking, the absence of monitoring systems, and concerns regarding data security. Psychological and physical issues—such as reduced social interaction and ergonomic discomfort—further diminished teacher productivity and engagement.
Moreover, the adoption of e-learning in Birjand’s elementary schools remains in its nascent stages, with limited institutional experience and preparedness. These findings are consistent with prior research and highlight the urgent need to strengthen digital infrastructure, build teacher capacity, formulate supportive policies, and address the psychological well-being of educators. Based on the results, several recommendations are proposed: implementing comprehensive training programs to enhance teachers' technical and pedagogical skills; improving the availability and quality of e-learning tools and platforms; establishing effective management and support structures; and promoting digital literacy among elementary school teachers in Birjand.