The Reality and Obstacles of Using Virtual Laboratories in Teaching Physics from the Perspective of Secondary School Teachers in Benghazi

Abstract

This evaluative study aimed to measure the extent of virtual laboratory utilization and its associated barriers in physics education within secondary schools in Benghazi, from the perspective of teachers during the 2025/2026 academic year. Adopting a descriptive methodology, the study was conducted on a convenience sample of (92) male and female teachers, selected from a total population of (308) across (22) secondary schools. The research instrument—adapted from ]Al-Bassam and Omar (2023)[ comprised (25) items divided into two main dimensions: utilization degree (14 items) and perceived barriers (11 items). The validity and reliability of the instrument were rigorously verified for the current study environment.

The findings revealed that the degree of virtual laboratory utilization was moderate, with an overall mean of (2.728) and a standard deviation of (0.869). The sample demonstrated acceptable confidence in "managing misuse issues" (M=3.522), whereas utilization significantly declined in "conducting hazardous experiments" (M=2.043). Furthermore, the overall rate of barriers was moderate to high, with a mean of (3.174), the "lack of modern hardware" emerged as the primary obstacle (M=3.565, SD=1.462), followed by the "scarcity of Arabic-language software" (M=3.402).

The distinct value-added of this study lies in its forward-looking proposal for 2026, which navigates beyond these constraints by integrating Generative Artificial Intelligence (Generative AI) and Augmented Reality (AR) as innovative solutions to bridge linguistic and logistical gaps. The study recommends upgrading digital infrastructure, adopting "Smart Laboratories" that support localized content, and intensifying specialized professional development, while emphasizing the integration of virtual and physical labs as complementary rather than substitutive tools.