Covid-19 pandemic was a practical turn from in-person on-campus university classes to distance online learning, and was also a theoretical turn in construction and conceptualization of university. Because of the virtualization of classes (also because of the possibility of submitting, proceeding, and following-up the non-educational processes) through the internet (i.e. via a remote access), virtual university transfigured from a peripheral signifier to the central element in the discourse on university. Virtual educational and virtual procedures are not specific specification of only a few educational programs or higher education (HE) institutes any more. They were the main mode of delivery of education and providing students services for at least one academic year during the covid-19 pandemic. Before that, virtual university and virtualization were conceived and perceived only as a sub-discourse in HE system in Iran. But in the recent years, online courses and blended learning programs, became a substitute mood of instruction in case of crisis or emergency, but they have been alternatives for graduate and continuing education, adult and lifelong learning, community education and organizational training for pre-service or in-service practitioners or professionals. But they have always been called as electronic or online learning, or virtual classes or courses. For two decades, the keyword of digital university was not popular or prevalent. Even the processes of transferring materials and services to these HE institutes were called virtualization (not digitalization of university). But amid covid-19, digitalization of university became a trend in the practice of educational management, and also became a discourse in the discipline of HE development planning. So the digital university rose and raised. Still there are questions: 1. What the term digital refers to about the university? 2. In which socio-textual discourses, digitalization of university has been elaborated and articulated? 3. What digitization, digitalization, and digital transformation discursify about university; i.e. signifying which ontological, epistemological, and methodological discourses, and organizational changes, and the changes in the relationships of the university and the social context. Answering these questions requires re-recognition of the digitalization of the university (and the birth of digital university) which was briefly introduced.