Public high school chemistry laboratories in Saudi Arabia frequently lack modern equipment and adequate safety measures, limiting hands-on learning opportunities (Yazici & Nakıboğlu, 2024). Virtual laboratories offer safe, digital environments for conducting experiments, practicing procedures, and exploring chemical phenomena (Alhashem & Alfailakawi, 2023; Al-Khathami & Al-Osaimi, 2022; Bogusevschi et al., 2020) and have been shown regionally to enhance engagement, understanding, and equitable access to science education (Cruz et al., 2025; Kashaka, 2024). Most prior studies, however, focus on contexts outside Saudi Arabia (Alneyadi, 2019; Shambare, 2023; Bujaily, 2019) and emphasize general perceptions rather than investigating how teacher experience, training, and resources influence actual usage. From constructivist and experiential learning perspectives (Kolb, 2014; Vygotsky, 1978), as well as inquiry-based instructional principles, understanding these Saudi-specific conditions is critical for promoting engagement and conceptual understanding. This study addressed four research questions:
To what extent are chemistry teachers aware of virtual labs’ importance?
To what extent do teachers use virtual labs?
What challenges do teachers face in using virtual labs?
Do awareness, use, or challenges differ by gender or experience?
The population included all chemistry teachers in public and private high schools in a rural area (N = 163; 68 male, 95 female). Invitations were sent to the entire population, and 116 complete questionnaires were returned. Tables 1–3 describe the sample characteristics.
Table 1
Gender
Gender | N | Percent |
|---|---|---|
Male | 21 | 18.1% |
Female | 95 | 81.9% |
Total | 116 | 100% |
Table 2
Qualifications
Degree | N | Percent |
|---|---|---|
Associate | 5 | 4.3% |
Bachelor’s | 105 | 90.5% |
Master’s | 6 | 5.2% |
Total | 116 | 100% |
Table 3
Experience
Years | N | Percent |
|---|---|---|
<5 | 16 | 13.8% |
5–9 | 26 | 22.4% |
10–14 | 47 | 40.5% |
15+ | 27 | 23.3% |
Total | 116 | 100% |
The data were collected using a quantitative questionnaire based on previous studies (e.g., Alhashem & Alfailakawi, 2023; Jain & Kaur, 2023; Shambare, 2023; Yazici & Nakıboğlu, 2024). The first section collected demographic information, while the second section was divided into three axes, each with eight items: awareness of the importance of virtual labs, perceived use of virtual labs, and perceived obstacles. Items were measured on a 5-point Likert scale (strongly agree, agree, neutral, disagree, strongly disagree) that was later transformed into five categories (very high, high, moderate, low, very low).
A descriptive quantitative design was employed to examine teachers’ awareness, use, and perceptions of virtual laboratories.
All chemistry teachers in a rural area (N = 163) were invited to participate; 116 (21 male, 95 female) completed the survey (71% response rate).
The questionnaire, adapted from Alhashem & Alfailakawi (2023), comprised two sections: demographic data and 24 items across three dimensions, awareness, use, and challenges, rated on a 5-point Likert scale. A pilot with 20 teachers yielded a Cronbach’s α of .87, confirming reliability.
Data were collected electronically and analyzed using SPSS. Descriptive statistics summarized teachers’ perceptions, while Mann–Whitney U and Kruskal–Wallis H tests examined group differences by gender and experience.
Participation was voluntary and anonymous, with informed consent obtained before data collection.
To answer the first question, means and standard deviations for responses to statements in the first axis were calculated (see Table 4).
Table 4
Awareness
No. | Statement | Weighted mean (x̄) | SD (σ) | Level |
|---|---|---|---|---|
1 | Virtual labs help to understand the content faster. | 4.259 | 0.8035 | Very High |
2 | Virtual labs provide opportunities for creativity and innovation. | 4.25 | 0.8116 | Very High |
3 | Learning with virtual labs has a longer-lasting effect. | 4.078 | 1.0228 | High |
4 | Using virtual labs makes learning enjoyable. | 4.276 | 0.8504 | Very High |
5 | Virtual labs reduce the high material costs of laboratory experiments. | 4.233 | 0.99 | Very High |
6 | Virtual labs provide a safe environment for dangerous experiments. | 4.586 | 0.7351 | Very High |
7 | Virtual labs compensate for the lack of resources available in the school. | 4.448 | 0.8059 | Very High |
8 | Virtual labs allow students to conduct experiments anytime and anywhere. | 4.466 | 0.8281 | Very High |
First Axis | 4.324 | 0.637 | Very High | |
Chemistry teachers reported very high awareness of virtual laboratories (M = 4.32, SD = 0.64) and agreed that these labs enhance creativity, safety, and reduce material costs. These findings align with prior studies showing strong teacher recognition of the value of virtual labs in secondary‑science settings (Alhashem & Alfailakawi, 2023; Al‑Khathami & Al‑Osaimi, 2022; Bujaily, 2019). Given the overwhelmingly positive awareness, educational stakeholders must translate this recognition into practice by ensuring adequate infrastructure, targeted professional development, and instructional support that enable teachers to implement virtual laboratories effectively in chemistry instruction.
To answer the second question, means and standard deviations for the second axis were calculated (see Table 5).
Table 5
Use
No. | Statement | Weighted Mean (x̄) | SD (σ) | Level |
|---|---|---|---|---|
1 | I use virtual labs to achieve chemistry teaching objectives. | 3.983 | 0.9508 | High |
2 | I use virtual labs in teaching chemistry. | 3.983 | 0.9867 | High |
3 | I implement teaching strategies compatible with the use of virtual labs. | 3.991 | 0.9912 | High |
4 | I use virtual labs to explain practical experiments in chemistry classes. | 3.966 | 0.9225 | High |
5 | I develop a clear plan for evaluating student learning while using virtual labs in chemistry classes. | 3.759 | 1.001 | High |
6 | I develop a clear plan for using virtual labs in chemistry classes. | 3.931 | 0.9014 | High |
7 | I connect between students’ learning processes and practices during the use of virtual labs. | 3.853 | 0.9441 | High |
8 | I have sufficient technical expertise to solve problems students encounter while using virtual labs. | 3.603 | 1.0865 | High |
Second Axis | 3.884 | 0.785 | High | |
The reported level of virtual laboratory use was high (M = 3.88, SD = 0.79). Teachers employed virtual labs to support instructional objectives and demonstrate chemical experiments, though planning requirements and technical expertise were identified as limiting factors. These findings are consistent with Alhashem and Alfailakawi (2023) and Abualhaija (2023), who reported that teachers effectively integrate virtual labs when adequate support and training are provided. However, they diverge from Al-Khathami and Al-Osaimi (2022), who found that virtual labs were perceived as only moderately effective in enhancing practical learning outcomes in distance chemistry education.
To answer the third question, means and standard deviations for the third axis were calculated (see Table 6).
Table 6
Challenges
No. | Statement | Weighted mean (x̄) | SD (σ) | Level |
|---|---|---|---|---|
1 | The chemistry curriculum is overloaded with information. | 4.043 | 1.0333 | High |
2 | Students do not interact with this type of laboratory experiment. | 3.319 | 1.1314 | Moderate |
3 | I lack training courses that help me use virtual labs. | 3.647 | 1.1814 | High |
4 | I have weak computer skills in general. | 2.612 | 1.1555 | Low |
5 | I have an excessive teaching load assigned by the school administration. | 3.5 | 1.1459 | High |
6 | The material requirements for virtual labs, such as computers and Internet connection, are not available. | 4.034 | 1.0544 | High |
7 | I have insufficient encouragement from the Ministry’s supervisor to use virtual labs. | 3.302 | 1.1589 | Moderate |
8 | There is a scarcity of Arabic-supported virtual labs. | 3.862 | 1.0291 | High |
Third Axis | 3.539 | 0.713 | High | |
Teachers reported considerable challenges in implementing virtual laboratories (M = 3.54, SD = 0.71), including heavy curricula, limited training, insufficient hardware, and a lack of Arabic-language platforms. Administrative and resource-related issues emerged as the most significant obstacles. These findings align with Alhashem and Alfailakawi (2023) and Kashaka (2024), who emphasized the need to reduce student-to-computer ratios and provide adequate technological resources. They also concur with Alneyadi (2019), who highlighted similar infrastructural and logistical barriers in science classrooms. Challenges showing moderate agreement were mainly administrative; teachers were less likely to attribute difficulties to their own skills, as indicated by the low agreement with the statement, “I have weak computer skills in general.”
A Mann-Whitney U test was used to examine differences according to gender (see Table 7).
Table 7
Mann-Whitney U Test Results
Axis | Gender | N | Mean Rank | Sum of Ranks | Mann-Whitney U | Sig. |
|---|---|---|---|---|---|---|
Awareness | Male | 21 | 39.64 | 832.5 | 601.5 | 0.004 |
Female | 95 | 62.67 | 5953.5 | |||
Use | Male | 21 | 55.67 | 1169 | 938 | 0.668 |
Female | 95 | 59.13 | 5617 | |||
Challenges | Male | 21 | 52.24 | 1097 | 866 | 0.345 |
Female | 95 | 59.88 | 5689 | |||
Questionnaire as a whole | Male | 21 | 47.76 | 1003 | 772 | 0.106 |
Female | 95 | 60.87 | 5783 |
A Mann–Whitney U test indicated a significant gender difference in awareness (p = .004), with female teachers reporting higher awareness of virtual laboratories. No significant gender differences emerged in usage or perceived challenges, and teaching experience did not influence any of the measured dimensions. The greater awareness among female teachers may reflect heightened attention to laboratory safety and the pedagogical flexibility provided by virtual environments. This aligns with Alnagrat et al (2022) findings from Yemeni universities, where female educators showed stronger appreciation for digital learning tools. The absence of gender- or experience-based differences in use and challenges suggests that all teachers face comparable institutional and technological constraints, consistent with (Alhashem & Alfailakawi, 2023). Overall, these findings underscore that demographic factors exert limited influence on virtual lab integration compared to systemic conditions such as infrastructure, training, and administrative support..
The researchers employed a Kruskal-Wallis H test to examine differences among more than two groups by years of experience (Table 8).
Table 8
Kruskal-Wallis H Test Results
Axis | Years | N | Mean Rank | Kruskal-Wallis H | DF | Sig. |
|---|---|---|---|---|---|---|
Awareness | <5 | 16 | 73.19 | 4.28 | 3 | 0.233 |
5–9 | 26 | 51.46 | ||||
10–14 | 47 | 57.70 | ||||
15+ | 27 | 57.96 | ||||
Use | <5 | 16 | 66.91 | 4.12 | 3 | 0.249 |
5–9 | 26 | 56.69 | ||||
10–14 | 47 | 52.26 | ||||
15+ | 27 | 66.13 | ||||
Challenges | <5 | 16 | 63.88 | 1.052 | 3 | 0.789 |
5–9 | 26 | 58.94 | ||||
10–14 | 47 | 55.04 | ||||
15+ | 27 | 60.91 | ||||
Questionnaire as a whole | <5 | 16 | 65.22 | 1.114 | 3 | 0.774 |
5–9 | 26 | 56.63 | ||||
10–14 | 47 | 55.95 | ||||
15+ | 27 | 60.76 |
No significant differences were observed based on teaching experience, indicating that teachers, regardless of tenure, shared similar perceptions of virtual laboratories. This finding aligns with the previous studies (Alhashem & Alfailakawi, 2023; Al-Khathami & Al-Osaimi, 2022; Cruz et al., 2025; Kashaka, 2024), which also reported minimal variation in perceptions across experience levels. However, this contrasts with Alnagrat et al. (2022), who found that teaching experience influenced educators’ engagement with digital learning tools.
Results confirm that teachers recognize the pedagogical benefits of virtual labs, consistent with constructivist and experiential learning frameworks. However, practical integration remains limited. According to the Technology Acceptance Model (Davis, 1989), perceived usefulness alone does not ensure adoption; institutional support and ease of use are equally crucial.
The challenges identified here reflect barriers in the instructional design process, particularly during the implementation and evaluation stages of the ADDIE model (Branch, 2009). Addressing these issues through professional development and administrative policy could enhance technology integration.
Gender differences may relate to varying safety perceptions and instructional contexts. The absence of experience-based variation suggests consistent systemic factors across schools.
High school chemistry teachers show strong awareness of virtual laboratories but face challenges such as limited training, heavy workloads, and insufficient infrastructure, which hinder effective implementation. Addressing these barriers is essential for promoting meaningful technology-enhanced learning.
To support effective use of virtual laboratories, schools should provide technical and administrative assistance, revise curricula to embed virtual lab activities with clear learning outcomes, and offer professional development on design and implementation. Reducing teaching loads, equipping schools with reliable technology, encouraging supervisors to promote digital innovation, and using structured instructional design models (e.g., ADDIE, SAM) can further enhance integration.
Future studies should explore co-design models, gamification, and AI-driven personalization to improve engagement and learning. Cross-cultural comparisons, teacher professional identity, ethnographic classroom studies, and investigations of STEM career aspirations and student engagement can deepen understanding. Policy analyses and research on inclusive education for students with disabilities or limited access are also recommended to maximize the impact of virtual laboratories in science education
EdTech Archives