The purpose of this study was to survey the impact of virtual approach infrastructures on Capability -based training in fourth generation universities. The present study was conducted with an applied purpose and with a mixed approach. The statistical population in the qualitative section consisted of twelve faculty members selected by purposeful sampling with theoretical saturation law and also in quantitative section by Cochran formula and multistage cluster random sampling.  Altimately, an  appropriate sample size of 255 upper-assisstent professor faculty members  at universities of Mazandaran province was considered. Moreover, the data collection tools consisted of a semi-structured interview in the qualitative section and a researcher-made questionnaire in the quantitative section. Then, superfacial and content validity of the instruments was confirmed by experts. Confirmatory factor analysis was used to assess construct validity while convergent validity of the extracted mean variance index was  used. Thereupon to evalute the reliability of the instrument, Cronbach's alpha coefficient and hybrid reliability were used. Finally, the findings of the study showed that with increasing the favorability of virtual approach infrastructure, Competency-Based Education also improved; human infrastructure had the weakest relationship (0.449) whereas pedagogy infrastructure (0.891) meeted the strongest relationship with Competency-Based Education. Therefore, the results of Structural-equation modeling showed virtual approach infrastructure had direct and strong effect on Competency Based Education (t = 17.11, β = 0.93). In other words, by increasing the utility of virtual approach infrastructures, capability-based training improves strongly.