A new era of learning: exploring science teachers’ perceptions of virtual lab in rural schools

Abstract

Virtual learning technologies have become integral in education globally, with developed countries leading in implementation. In contrast, Global South countries like South Africa are only beginning to conceptualise Virtual Laboratory (VL) integration, with limited practical implementation. This study underscores the importance of understanding teachers’ perceptions of VL before deployment to minimise the risk of underuse or abandonment. Guided by the Technology Acceptance Model Davis (MIS Quarterly 13(3):319–340, 1989), this research employed a sequential explanatory mixed-methods approach. In Phase 1, 186 Life Sciences teachers from South Africa’s Eastern Cape province participated in a survey and semi-structured interviews with four teachers in Phase 2. Data were analysed using descriptive statistics and thematic analysis. Findings reveal that teachers perceive VL positively and see potential benefits for rural education. The study also signals that intent alone may not lead to full adoption. This study contributes unique insights from rural teachers often absent in the broader technology adoption dialogue.