Web-based education, as an emerging educational technology, holds high potential for enhancing the effectiveness of teaching and learning within the education system; however, its realization in Iran faces structural, human, and policy barriers. An examination of the various dimensions of this mode of education reveals that the primary problem is not merely a shortage of equipment or infrastructure, but rather the absence of a coherent conceptual and executive framework, weak enforcement guarantees in upstream documents, and the inadequacy of empowering stakeholders, particularly teachers and students. Furthermore, a serious gap in the production of standard and indigenous electronic content, alongside a neglect of the capacity of universities and specialized groups in content design, leads to a decline in implementation quality. In conditions where complete hardware infrastructure provision is not yet feasible, moving toward blended learning (combining face-to-face and virtual instruction) can serve as a more realistic starting point while simultaneously helping to reduce educational costs, content production expenses, and knowledge distribution overhead. Attention to global standards, the preservation of educational data access and confidentiality, structured localization accompanied by the avoidance of low-quality localization, contextualization in content design, and infrastructural planning with a view toward developing the learning industry constitute other policy imperatives of this transition.