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This study aimed to find out the experiences of faculty members in the field of philosophy of education from the challenges and opportunities of e-learning during the COVID-19 pandemic. The method of the present study was qualitative and phenomenological. A semi-structured interview was conducted with 15 faculty members of Tabriz and Orumieh universities who were teaching in the academic year 1401-1400 and were purposefully selected. Recorded interviews were recorded in writing and analyzed using the seven-step Colaizzi method. The analysis of professors' lived experiences led to the identification, categorization, and extraction of the main categories of "individual challenges", "social challenges", "individual opportunities" and "social opportunities". In addition to the main categories mentioned, the sub-categories of individual challenges include the creation of hidden identity, false self-control, lack of self-management, lack of development of critical thinking, academic boredom and social challenges including social isolation, elimination of traditional teacher-student interactions, lack of Ethical constraints, distorted parent-child relationships and individual opportunities include the possibility of developing ideas, increasing public information, the possibility of participating in content production and social opportunities including active interaction with other audiences, sharing ideas, developing media literacy and Increased audience awareness of the education process were extracted. The findings of this study were able to provide a clear picture of the opportunities and challenges of cyberspace education.
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