ABSTRACT
This study was conducted to explore the experiences of science teachers in integrating virtual laboratories in schools as bases for a program enhancement in Oton National High School during the School Year 2025-2026. Specifically, it examined the teachers’ experiences in integrating virtual laboratories, benefits toward student engagement and concept understanding, challenges they faced, coping strategies they utilized, and recommendations for enhancement. Using a phenomenological qualitative design, data were collected through researcher-made in-depth interviews with twelve (12) purposively selected science teachers. Thematic analysis was employed to identify key patterns. Findings revealed that the experiences of teachers in integrating virtual laboratories include increasing lesson engagement, providing accessibility and convenience, and providing enjoyment to learners. Teachers’ observed benefits are to increase learner engagement, boost learner motivation, enable direct observation, and provide learning flexibility. Challenges encountered during integration include limited access to technology, unstable internet connectivity, inadequate hands-on experience, and lack of time and verification. To overcome these challenges, teachers provide backup plans and activities, group learners by needs and encourage teamwork, and utilize personal laptops and alternative technologies.
Keywords: Teachers, Experiences, Virtual Laboratories, Science Education, Enhancement Program
INTRODUCTION
The rapid evolution of the digital landscape in the 21st century has fundamentally transformed science education. Traditional instruction, long centered on physical laboratory experimentation, is increasingly complemented or replaced by Virtual Laboratories (VLs)—interactive platforms that allow students to conduct experiments within simulated environments.
Historically, laboratories have served as the "heart" of science education, bridging the gap between theoretical knowledge and practical application. However, global challenges—including prohibitive equipment costs, safety concerns, and the disruptions caused by the COVID-19 pandemic—have accelerated the adoption of virtual alternatives. In recent years, VLs have shifted from supplementary tools to essential curriculum components, effectively overcoming financial and logistical barriers (Engel et al., 2024). These platforms provide safe spaces for experimentation and foster inquiry-based learning; however, their successful adoption remains heavily dependent on teachers' perceptions and digital self-efficacy (Vassiliadou, 2025).
In the Philippines, the Department of Education (DepEd) has advocated for the "Digital Rise" initiative to address the perennial shortage of physical laboratory facilities. A scoping review of Philippine science teaching from 2020 to 2025 reveals that Filipino science educators have emerged as "highly adaptive innovators," utilizing platforms such as PhET simulations, Labster, and locally developed mobile applications to bridge gaps in hands-on learning.
Nevertheless, the Philippine context is uniquely challenged by a persistent "digital divide" (Abareta & Prudente, 2025). While urban schools migrate toward sophisticated Learning Management Systems (LMS), rural institutions continue to struggle with inconsistent connectivity and hardware limitations (Balbin et al., 2025). Furthermore, a critical disconnect persists between the potential of these tools and their classroom execution. While teachers express enthusiasm for virtual labs, actual integration was often hindered by a lack of Technological Pedagogical Content Knowledge (TPACK), as noted by Avelino (2025). This suggests that hardware provision alone is insufficient without a corresponding evolution in teaching methodology.
Central to the success of virtual laboratories are the teachers who facilitate them. Studies indicate that positive perception alone does not guarantee effective implementation (Busuttil & Calleja, 2025). In the Philippines, teachers frequently reported "digital fatigue" when navigating complex simulations without adequate support (Rivera, 2024). Meta-analyses further indicate that VL efficacy improves when professional development extends beyond basic technical skills; yet, many Philippine divisions lacked structured programs addressing the psychological and pedagogical needs of science teachers (Sankaranarayanan et al., 2023).
This study was grounded in the belief that sustainable VL implementation required a robust, teacher-centric framework. By documenting and analyzing science teachers’ experiences, this research aimed to provide insights for program enhancement, guiding professional development, resource allocation, and curriculum design.
The ultimate goal was to establish a resilient and innovative science education program that empowered teachers to maximize technology while remaining practical and responsive to the realities of public schools.
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