From desire to understanding: unveiling science teachers’ perspectives on virtual laboratories in rural classrooms

Abstract

While advanced technologies like Virtual Laboratories promise to improve science education, their practical implementation in classrooms remains challenging, particularly in rural schools across the Global South. A key factor influencing the successful adoption of VL is teachers’ perceptions of the technology. Research suggests that issues related to user acceptance, especially teachers’ attitudes, inevitably arise when introducing new educational tools, including VL. This study presents findings from a quantitative survey conducted with 186 Life Sciences teachers in South Africa’s Eastern Cape province. Grounded in the Technology Acceptance Model, the study explores teachers’ perceptions through three key dimensions: Perceived Ease of Use, Perceived Usefulness, and Behavioural Intention. The central research question guiding this investigation is: How do Life Sciences teachers perceive the use of VL in rural classrooms? Data collected via a structured questionnaire were analysed using frequency statistics. The results indicate that most Life Sciences teachers favour incorporating VL into their teaching. The technology’s perceived benefits and ease of use primarily drive this enthusiasm. Interestingly, teachers emphasised its advantages rather than ease of use, suggesting a deeper appreciation of VL’s potential to enhance science education in rural settings.