This study has an applied nature in terms of its purpose and is classified as a qualitative study in terms of data collection method. To carry it out, the grounded theory strategy has been used. The statistical population of the study consists of professors active in e-learning at Payam Noor universities in Tehran, and sampling continued until the theoretical saturation stage, which was finally limited to 15 people.selecting participants was carried out using snowball sampling. Data were collected through field and library methods, and the main data collection tool was semi-structured interviews. Data analysis was performed using a three-stage coding process.
Based on the analysis, causal factors were divided into three subcategories including university requirements, education, and technology, pivotal phenomena were divided into three subcategories including knowledge, skills, and attitudes, contextual factors including technological conditions and infrastructures, structural conditions, and institutional quality, intervening factors including university culture, educational regulations, and students' individual characteristics and competencies, and strategies including developing professors' professional qualifications appropriate to the e-learning environment, improving technological and educational infrastructures and tools, and outcomes including increasing the efficiency and effectiveness of e-learning. The research findings led to the presentation of a comprehensive model for teacher training in an e-learning environment that encompasses various dimensions of teachers' knowledge, skills, and professional attitudes in interaction with various requirements. This model can be used as a scientific and practical basis for designing teacher empowerment programs, improving the quality of teaching in virtual education, and promoting the effectiveness of the distance education.