Virtual laboratories in health sciences education: Exploring pedagogical value and educators' perceptions and Intention to use

Abstract

Higher Education is rapidly transforming driven by digital technologies and the need for flexible and inclusive learning environments. Although traditional laboratories remain pedagogically valuable, Virtual laboratories (VLs) offer simulated experimental environments that can enhance conceptual understanding, inquiry skills, and preparation for hands-on practice. This study explores educators’ perceptions, experiences, and adoption intentions regarding the VHEalthLab online toolkit and its VLs as digital learning tools designed to support biology laboratory teaching across higher and secondary education contexts. Grounded in a dual theoretical framework combining Inquiry-based Learning (IBL) and the Technology Acceptance Model (TAM), the research examines both the pedagogical value attributed to VLs and the factors influencing educators’ intention to use them. A mixed-methods design was employed, integrating quantitative survey data (N = 70) with qualitative insights from focus groups conducted across four European countries. Quantitative findings indicated high internal consistency across most questionnaire themes and consistently positive evaluations of usability, clarity, and learning design. Educators reported strong intention to use the toolkit, particularly when materials were perceived as pedagogically valuable and aligned with IBL principles. Qualitative findings reinforced these results, revealing broad cross-country agreement that VLs are intuitive, pedagogically meaningful, and effective as complements, though not substitutes to physical laboratories. Overall, the findings suggest that while acceptance of VLs is consistently high, sustainable adoption depends on pedagogical design quality, inclusive features, structured guidance, and institutional support. The study contributes empirical evidence on educators’ perspectives and offers practical implications for scaling digital laboratory innovations in science education.