Physics is a theoretical science, understanding the concepts requires actual visual representations and models. Physics instructors should teach physics using inquiry, discovery, demonstration, simulation, practical work, lab-based activities, and other practical experiences. The current status of knowledge and practice regarding interactive simulation in the teaching of modern physics is presented in this systematic literature review. By methodically evaluating and summarizing the most pertinent previous research publications published from December 2002 to January 2022, it offers guidance for instructional designers and scholars. After careful consideration and screening, a total of eleven studies were chosen for a thorough analysis and synthesis. The results showed that the objective of the research studies on using interactive simulation in modern physics is to enhance students' critical thinking skills and creative problem-solving skills.   It has been demonstrated that interactive simulation technologies like Java applets and Physics Education Technology (PhET) are successful at teaching modern physics. The success or failure of employing interactive simulation is influenced by teachers, school staff, students, simulation design, and technology used. The findings imply that educational institutions should provide teachers and administrators with tutorials and training, and this review recommend that the interactive simulation should be available and that a gadget-friendly simulation must be developed.

Physics is a core subject in the Science, Technology, Engineering, and Mathematics strand, and high school students and Physics teachers find the subject challenging because they had to deal with multiple representations at the same time. This study aims to know the experiences of STEM students in the blended learning mode, experiences in instructional support and the difficulties and the coping mechanism implied by the students in the blended learning mode. This study employed descriptive-qualitative research and the 19 participants were chosen using purposive sampling with inclusion criteria. In gathering data, data the researchers used an in-depth interview guide that was validated by three experts. Results show that there were 16 themes that emerged. The themes for the experiences of students in blended learning are Difficult, Browsing the Internet, Asking Help, Extra effort in studying, Material Preparation, and Self-preparation. While the themes on the experiences in the instructional mode by the students are: Guided and assisted, Helpful, and difficult. The themes on Participants’ Difficulties in Learning Physics are Difficulty in Understanding concepts, Lack of Focus and Attention, Difficulty in Assessments, and Difficulty in Problem Solving; while the themes for coping mechanisms are Learning Styles, Regulating Negative Emotions, Seek Support and Assistance. Therefore, this study implies that students must be provided more instructional support in teaching Physics. The researchers recommend this study to the STEM students, teachers, school heads, and future researchers.