Background and Objectives: Virtual education is efficient and effective for students because it improves their academic performance, educational engagement, overall achievement, teaching, and classroom behavior of teachers. Therefore, the aim of this study was to investigate the impact of virtual education on the effective learning of students and the effective teaching of teachers in the third grade of primary school in District 2 of Sari City.

Methodology: From the perspective of its objective, this research is applicable, and in terms of method, it is a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population consisted of all 2197 third-grade primary school students in District 2 of Sari City. Due to the quasi-experimental nature of the research, 80 individuals (40 in the experimental group and 40 in the control group) were selected as the sample using a cluster random sampling method. To collect data, a researcher-made test for effective learning with 20 questions and the “Effective Teaching of Teachers” questionnaire by Mahmoudi et al. (1398) with 34 questions were used. The validity and reliability of the instruments were confirmed. To analyze the data, a multivariate analysis of covariance (MANCOVA) test was employed.

Results: Virtual education has a positive and significant impact on the effective learning of third-grade primary school students and the effective teaching of teachers in District 2 of Sari City. The effect size of virtual education on effective student learning is 0.618, and on effective teaching of teachers is 0.353. Also, virtual education has a greater impact on effective student learning.

Conclusion: Virtual education has a greater impact on student learning compared to teacher instruction. Therefore, this type of education should be optimally utilized in schools.