This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners’ learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic.

One of the recent developments across education priorities in South Africa is the provision of Information and Communication Technologies (ICTs) to schools to achieve the objectives of the country’s National Development Plan (NDP) agenda 2030. With the current focus on adoption of technology for teaching and learning, it is imperative to fully understand the perceptions and attitudes of teachers towards the use of ICT in their practice. Thus, this study investigated the teachers’ perceptions and attitudes on the use of ICTs for teaching and learning. The findings are based on data collected through semi-structured interviews, journal reflections, and lesson observations. The results reveal that most teachers have positive perceptions towards the use of ICT for teaching and learning. It also indicated that the attitudes of teachers are varied based on the level of ICT training and support that they receive. The results of this research might be foremost to provide clear insights that could be contributing to the effective adoption of technology for teaching and learning.

It is commonly accepted that learners gain better understanding of science concepts when they perform ‘hands-on' experiments in the lab. However, the lack of lab infrastructure, particularly in most rural schools, negatively affects the teaching of science. With the increasing potential of ICT to education, virtual laboratories (VL) have emerged as an alternative to the real laboratories. Like any ICT educational tool, it is important to understand the enabling and constraining factors in teaching with the VL. Therefore, this study presents the enabling and constraining factors in using the VL from teachers' perspectives. Particularly, this study is guided by the research question: What are the enabling and constraining factors in using the virtual lab to mediate learning of science through scientific experiments? Data were collected through semi-structured interviews and lesson observations. The results reveal that the Virtual Lab has several enabling factors and also revealed some constraining factors. Nevertheless, findings suggest the VL is a suitable alternative to the real lab.

Effective science learning can be achieved when lab experiments become a central part of science curriculum. However, science learning in most rural schools is restrained by the deficiency of conventional lab equipment. From this viewpoint, it was imperative to explore alternative lab environments where learners can conduct the required experiments. This study investigated teachers' experiences in using the Virtual Lab to teach science. Particularly, this study is guided by the research question: What are science teachers' pedagogical and technological experiences in using the Virtual Lab to mediate science learning through scientific experiments? The findings are based on the individual teachers’ and combined experiences on the use of Virtual Lab. Data was collected through semi-structured interviews, lesson observations and journal reflections. The results reveal that the Virtual Lab has several benefits. It also indicated some shortcomings of the Virtual Lab. Nevertheless, the findings suggest the Virtual Lab is well-suited to be used as alternative to the conventional Lab

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