**1. Introduction**

In the twenty first century, i.e., the age of information and communication technology, electronic learning is growing at an increasing speed, and many educational centers use this type of education along with conventional education or separately due to the many advantages of this type of education. In some definitions, e-learning is considered to include web-based education in a way that allows learners to consolidate their learning using diverse and multimedia tools without time and place limitations [1].

In recent years, online learning has evolved from computer-assisted education to mobile-based e-learning. This change has caused e-learning to become highly learneroriented using vast technologies and take steps toward personalization of learning. Ubiquitous learning refers to this type of learning that is available at any time and in any place; this learning is supported by wireless communication, and by being independent of time and place, it has provided learning at any time and place; this feature of learning In the virtual space, it should not only lead to good learning but also engage the learner in behavioral, intellectual, and emotional aspects of learning tasks. Therefore, in order to use these tools effectively, we need to design effective learning environments for the targeted use of technological tools [2].

Several studies have acknowledged the benefits of e-learning in vocational education; for example, Kamsin [3] states that one of the biggest benefits of online learning is that it allows students to control their learning process by providing an experience of direct learning, which is action-oriented and has experiential control. Salamat et al. [4] also state that this learning method makes education flexible for students, because it has no time and place limitations. Also, Letseka et al. [5] emphasize that virtual education accommodates students' different learning styles and allows students to work at their own pace. Also, Madimabe and Omodan [6], in a research aimed at the effect of electronic education as an alternative form of curriculum in rural technical and vocational education schools, found that the unavailability of technological resources and lack of financial support from some poor parents hinders the proper implementation of education. Electronic in technical and professional education.

Also, Jabor et al. [7] found in a research that in order to deal with the obstacles of virtual education in technical and vocational schools, immediate executive measures should be taken by managers and technical and professional policymakers to provide infrastructure and training while serving technical and vocational teachers. Be done professionally. Alshahrani et al. [8] in a research aimed at adopting electronic portfolio management system in technical and vocational education of Saudi Arabia found that technological, organizational, and environmental factors had positive and significant effects on the adoption of the electronic portfolio management system. Aydin et al. [9] in a research aimed at investigating the perceptions of technical and professional students to online learning found that the communication between students and teachers has a significant effect on shaping the perceptions and approach of students to online learning. Also, course planning, evaluation, and curriculum play an essential role in student focus on lectures and success in online learning.

Due to the growth of information and communication technology, the curriculum elements of technical and vocational education have caused extensive changes. Based on this, in this article, after stating the differences between traditional and electronic learning environment, the facilities and tools of the learning environment in the virtual environment are described; then, the characteristics of the virtual environment are examined; then, the elements of the curriculum in the traditional classroom and the virtual environment are compared. And at the end, recommendations and prescriptions for learners in elementary and secondary courses and theoretical and practical speech courses have been discussed.
