Educational justice, defined as equal access for all members of society to learning opportunities, became a more acute issue during the COVID-19 pandemic as hidden layers of inequality were exposed. The abrupt transition of education to virtual spaces revealed that unequal access to smart devices, stable and affordable internet, and the digital literacy gap among teachers, families, and students led to widespread educational dropout, declining educational quality, and the deepening of educational inequalities. This crisis unfolded against a backdrop where the educational system prior to COVID-19 already struggled with problems such as the unequal distribution of teachers, centralization in curriculum content, the neglect of cultural and linguistic diversity, and the expansion of private schools and the stratification of education. Consequently, during the pandemic, privileged groups were able to experience more cohesive instruction, whereas students in public schools and deprived regions faced the elimination of educational interactions, reduced socialization, and resource constraints. Nevertheless, the expansion of media-based education and the creation of a vast repository of audio-visual educational content provided opportunities for more equitable access to experienced teachers and enhanced a sense of justice for some disadvantaged groups. Proposed strategies include increasing the education budget, particularly at the elementary level, developing digital infrastructure and free or affordable internet, empowering teachers in digital literacy, decentralizing and increasing school autonomy, identifying out-of-school groups, eradicating poverty in virtual education by providing necessary tools, and transitioning to a blended learning and mobile learning model.