Spektrum Iran

Abstract The use of distance learning is several hundred years old. The use of this method started with the most basic means of correspondence and gradually expanded with the use of audio and visual means. Along with the online technical revolution in the world in the 21st century, a paradigm shift was created in the way of education. Online education and the use of technological tools in the field of education gradually spread. But the sudden outbreak of the Covid-19 epidemic made schools all over the world face the challenge of not being able to hold face-to-face classes. Therefore, since 2020, the process of using online education and progress in the education technology market has gained a very high speed. The rapid and widespread development of online education, especially in developing countries, faced
many challenges, which included things such as the creation and development of infrastructure, culture and teaching actors in the field of education on how to use new technologies. But dealing with the mentioned challenges and the rapid development of online education tools is not the only thing that occupied the educational institutions of the world. Since the application of technology in the field of education, many thinkers have criticized the limitations of this type of education. These philosophical criticisms have many roots that include the principles of education and training based on Socratic dialogue, pragmatist philosophers' practice and empiricism, existentialist thinkers' spontaneity, and Heidegger's
phenomenological view of technology. In this article, while expressing the infrastructural and philosophical challenges of the development of educational technology in Iran, we have discussed the role of knowledgebased companies in dealing with these challenges, and as a case study, we have examined the performance of a knowledge-based company in the form of a startup called “Hamdars” for criticism and adjustment of philosophical challenges of online education.