This study aimed to develop an optimal model of virtual citizenship education based on the Fundamental Transformation Document of Education and other upstream policy documents. This applied research employed a qualitative grounded theory methodology. Data were extracted through content analysis of three key documents: the Fundamental Transformation Document of Education, the National Curriculum, and the Seventh Development Plan Document. Open, axial, and selective coding were performed to identify initial components. To validate the extracted components, the Delphi technique and purposive sampling were used, involving semi-structured interviews with 20 academic and executive experts in the field of education. The final model was constructed by classifying components across causal, contextual, intervening, strategic, and consequential dimensions. Analysis initially identified 92 indicators, which were refined to 75 final indicators following the integration of overlapping items. These indicators were organized into five major dimensions: causal factors, contextual factors, intervening conditions, strategic actions, and consequences. Across three Delphi rounds, experts demonstrated strong consensus regarding the importance and prioritization of components (Kendall’s coefficient in the third round ranged from 0.741 to 0.803). The final structural model conceptualizes the interrelationships among the components and explains how virtual citizenship can be effectively developed within the education system. Findings indicate that upstream educational documents possess substantial implicit and explicit capacity for guiding virtual citizenship education. Combining document analysis with expert validation resulted in a comprehensive and coherent model aligned with the practical needs of the educational system. Successful implementation of this model requires attention to technological infrastructure, student self-awareness, effective school management, digital regulations, and strategies that enhance social responsibility.