Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes: An Exploration of Science Teacher Perceptions and Adoption in Rural Schools

Instructional Technology Theory in the Post-Pandemic Era

Introduction

The COVID-19 outbreak in 2019 significantly impacted various facets of human existence. In response, governments worldwide implemented unprecedented measures such as quarantines and travel restrictions, with 191 nations instituting nationwide closures and five enforcing regional lockdowns (WHO, 2023). These interventions, aimed at curbing the transmission of the disease, necessitated the closure of schools in many countries. According to UNICEF (2022), the pandemic closures affected over 1.6 billion students, constituting approximately 91.3% of the global student population. Particularly vulnerable to the impact of these closures were students in rural regions of the Global South. Amidst this crisis, the utilisation of technology in education garnered significant traction as a means of facilitating virtual learning from home (Thapaliya et al., 2024).

Notably, even prior to the COVID-19 outbreak, several pre-pandemic studies reported a surge in integrating technology into the classrooms, including embracing innovative and cutting-edge immersive technologies. One of these novel technologies is the Virtual Lab (VL), which sparked a global revolution that extended to science education in rural schools in developing countries. This transformative paradigm promised to enrich students’ understanding of abstract concepts through experiential learning, effectively replicating real-world laboratory experiences. VL technology has the potential to empower students to immerse themselves in experiments within a fully interactive virtual environment, employing computer-simulated laboratory equipment that remains perpetually functional. This eliminates concerns related to wear and tear, ensuring the enduring utility of chemical reactants (Mohammad Ayasrah et al., 2024). Pioneers in VL adoption have affirmed its efficacy in studying three-dimensional (3D) objects, including minute particles like atomic structures, across varying dimensions, including their interiors (Kapilan et al., 2021).

The literature demonstrates the substantial contribution of VL to improved learning outcomes. Shambare and Simuja’s (2022) comprehensive review of 32 pre-pandemic empirical studies across 16 countries unequivocally illustrates the positive impact of VL on students’ academic performance. Studies conducted in diverse regions, such as Malaysia (Oloruntegbe & Alam, 2010), Slovenia (Herga et al., 2014), Italy (Pellas, 2014), the USA (Davenport et al., 2018), and Turkey (Kapici et al., 2022), consistently affirm VL’s potential to elevate students’ educational achievements. Similarly, studies in Africa, including Bhukuvhani et al. (2010) in Zimbabwe, George and Kolobe (2014) in Lesotho, and Aliyu and Talib (2019) in Nigeria, have substantiated the effectiveness of VL in enhancing students’ academic achievements.

Research conducted during the COVID-19 era has highlighted the profound influence of the transition from conventional “face-to-face” to virtual teaching. This shift significantly influenced teachers’ perceptions of their psychological well-being and their adaptation to virtual modes of teaching (Abumalloh et al., 2021; Kilag et al., 2023; Torres, 2021). Notably, many teachers lacked specific training to effectively integrate VL into their teaching (Ajamu et al., 2024; Gamage et al., 2020). While incorporating technology into teaching became commonplace among teachers before the COVID-19 catastrophe (Mishra et al., 2021; Ratten, 2023), utilising virtual platforms for laboratory experimentation remained relatively uncommon, particularly in rural areas of the Global South. This sluggish adoption has been attributed to the myriad challenges confronting rural science education: inadequate infrastructure, subpar service delivery, and insufficient funding (Assey & Babyegeya, 2022).