The present study aims to represent the lived experience of primary school teachers regarding the components of emotional literacy in educational interactions within the virtual space. As education has transitioned to digital platforms, traditional modes of emotional expression and classroom management have encountered novel challenges, and the need to understand the hidden layers of human presence in relational interactions has become a significant research gap. This study employed a qualitative approach and an interpretive phenomenological strategy to bracket presuppositions and re-examine the semantic nature of emotional presence. The research field comprised primary school teachers in the city of Sanandaj with experience teaching in the virtual space (Shad platform), and participants were selected through purposive snowball sampling. Through nine in-depth, semi-structured interviews conducted until data saturation was achieved, rich data were collected and analyzed using thematic analysis (Braun & Clarke, 2006). From the participants' perspective, emotional literacy in this context could be captured through three overarching themes: (1) emotional literacy as a "technique of presence" (semiotic empathy and virtual storytelling); (2) emotional literacy as "digital self-discipline" (maintaining balance and preserving professional boundaries); and (3) emotional literacy as "symbolic action" (multimedia expressiveness and digital security-making). By moving beyond traditional frameworks, this study proposes a tripartite model of emotional interactions in the virtual learning space and, through analyzing emotional literacy as a form of "novel power," makes a significant theoretical contribution to teacher empowerment within the digital ecosystem.