The Reality of Using Virtual Labs in Teaching Advanced Biology Curricula in Developing Higher-Order Thinking Skills (HOTS) among Female Teachers at Secondary Level in Al-Kharj
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Over the last few years, the use of the web and virtual technologies in school education has become widespread. This study aimed at identifying the reality of using virtual laboratories (VLs) in teaching advanced biology curricula in developing higher-order thinking skills (HOTS) among female students at the secondary level in Al-Kharj district, Saudi Arabia. The study adopted descriptive methodology. Fifty-four biology female teachers at the secondary level in Al-Kharj completed a questionnaire consisting of four dimensions: the awareness of the virtual laboratories’ importance in developing higher-order thinking skills, the use of virtual laboratories in developing higher-order thinking skills, obstacles to using virtual laboratories in teaching advanced biology curricula, and the requirements for using virtual laboratories in teaching advanced biology curricula to develop higher-order thinking skills. The results showed the awareness of the VLs’ importance in developing higher-order thinking skills achieved with a large degree, using VLs with a middle degree, the impediments of using VLs in developing higher-order thinking skills with a large degree, and the requirements for using VLs in teaching biology for developing higher-order thinking skills with a very large degree. The results also showed statistically significant differences between the responses of the female teachers according to the number of training workshops in VLs. There were no statistically significant differences with regard to the academic degree and the years of experience. The study recommended a reconsideration of technological infrastructure in schools where VLs are used in teaching and learning.
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Previous studies have highlighted the importance of using virtual laboratories as a tool in learning activities and laboratory work.
“For instance, previous studies have highlighted the importance of using virtual laboratories as a tool in learning activities and laboratory work (Abdulrahman Nami Alshaikh 2022; Raja et al. 2021).”
From Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills (2025) · cites this paper as Abdulrahman Nami Alshaikh 2022
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Research works printed but not linked: 24
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Wu, T., Sarwono, E., & Huang, Y. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70017 · Cited by 9 · see citing works
- Authors
- Abdulrahman Nami Alshaikh, A.
- Affiliations
- Curriculum and Teaching Science Methods, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
- Venue
- Education Research International
- Publisher
- Wiley
- Published
- 2022-07-05
- Volume
- 2022
- Pages
- 1-12
- ISSN
- 2090-4002 (ISSN-L)
- 2090-4010
- OpenAlex
- W4284681692
- Cited by
- 4
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2
- FWCI
- 0.29
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Education Research International (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Physical Sciences › Engineering › Media Technology › Experimental Learning in Engineering
- Social Sciences › Education › Technology-Enhanced Education Studies
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- virtual laboratory, higher-order thinking skills, high school biology education, teacher awareness, technology adoption barriers, training workshop, Al-Kharj
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