The present research aims to explore phenomenologically the challenges of education in the ecosystem of electronic learning and the competencies required for effective participation in it. For this purpose, a qualitative approach was employed, utilizing phenomenological methods to identify and represent the phenomenon under investigation. Data were collected through purposeful sampling and semi-structured in-depth interviews with sixteen active teachers and principals in the new ecosystem and were analyzed based on the Colaizzi model. The tenth interview achieved theoretical saturation of the data; however, to ensure the validity of the findings, interviews continued until the sixteenth participant." The analysis of data obtained from the interviews led to identifying two categories (challenges and competencies) and ten main themes. The challenges of the new ecosystem include the lack of traditional communication, the neglect of the topic of education, the prevalence of academic dishonesty, the invasion of privacy, the lack of seriousness regarding the ecosystem, and the emergence of false confidence. The competencies required for the new ecosystem include operational, cognitive, collaborative, and self-directed competencies. In conclusion, it can be stated that education in the new ecosystem faces numerous challenges and requires a form of transformation in educational design. Therefore, improving its quality necessitates a shift in perspective from the authorities and moving away from these views that take education as temporary, part-time, or of secondary importance.
