Objective: The purpose of this study is to design and validate a comprehensive and native virtual classroom management protocol for first-year elementary school students. Given the increasing importance of virtual education, especially after the COVID-19 pandemic, this study seeks to provide structured guidelines that ensure quality, accessibility, and effectiveness in online learning environments.

Method: In this study, first, using the content analysis method, virtual classroom management protocols worldwide, laws and upstream documents of the Islamic Republic of Iran related to education, laws related to emergencies, and the features and facilities of common virtual classroom platforms in Iran and the world were reviewed. Then, using the Delphi method, expert opinions were collected and the content of the protocol was validated.

Findings: The results showed that there was an acceptable consensus among the participants about the key components and indicators of the protocol. The final protocol includes a set of guidelines and guidelines for managing virtual classrooms in the first year of primary school, which are based on four main components (preparation and planning, interaction management, assessment and feedback, technical considerations and support).

Conclusion: Successful implementation of this protocol can serve the purpose of improving the educational experience for young learners and supporting their academic progress in a virtual environment. These findings will serve as a resource for educational administrators, teachers and policymakers to increase the effectiveness of virtual education and reduce potential challenges that students face in online learning environments. It is suggested that future research should examine the effectiveness of the protocol in real classroom settings and consider feedback from teachers and students in designing future versions of the protocol. It is also suggested that this protocol be localized and validated for other educational levels. In addition, future research could examine the factors affecting the acceptance and implementation of the protocol by teachers and school administrators.