Majid Rajabiian - Assistant Professor, Department of Biology, Payame Noor University, Tehran, Iran.
Mohammad Saeedi - MS of Software Engineering, Information and Communication Technology Unit, Mashhad Municipality Fire and Safety Services Organization, Mashhad, Iran.
Ali Khakshour - Associate Professor of Pediatrics, Department of Pediatrics, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
Maryam Ajilian Abbasi - MSc of Clinical Psychology, Mashhad University of Medical Sciences, Mashhad, Iran.
Mansoure Alipour-Anbarani - PhD, Department of Public Health, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Background: With the start of the COVID-۱۹ pandemic and using virtual education in universities, faculty members and students faced a serious challenge in education. This study aimed to investigate Iranian students’ satisfaction with virtual education during the COVID-۱۹ pandemic.Materials and Methods: In this systematic review, a search of online databases (Medline, EMBASE, Scopus, Web of Science, ERIC, SID, CIVILICA, and Google Scholar search engine) was conducted for relevant studies up to December ۲۰۲۲. The quality of the information was evaluated using the STROBE and COREQ tools.Results: Eleven related studies were selected. The students’ satisfaction with virtual education ranged from ۲۹.۶% to ۸۶.۵%. Students indicated the strengths of virtual education as the elimination of travel costs, the reduction of the stress of presentation, saving time, more freedom, getting out of the framework, the possibility of recording the class and using it at another time, and preventing the COVID-۱۹ spread. The primary weaknesses of virtual education were the lack of feedback and face-to-face interaction, the low quality of teaching by educators, the poor quality of educational content, the lack of participation of learners in teaching, the disruption of the e-learning websites, low Internet speed, and the cost of the Internet. The findings showed that the cultural and personality differences of students were effective in determining the strengths and weaknesses of virtual education (p<۰.۰۵).Conclusion: Satisfaction with the quality of virtual education varied from ۲۹.۶ to ۸۵.۵%. Despite problems in virtual education, universities should use the benefits of this approach and try to resolve the challenges expressed by students to achieve maximum satisfaction.

COVID-۱۹, Iran, Satisfaction, Students, Virtual Education