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Adapting Virtual Laboratories in Post-COVID-19 Pandemic Learning Landscapes: An Exploration of Science Teacher Perceptions and Adoption in Rural Schools
Abstract
The COVID-19 crisis spurred significant advancements in education, leading to the emergence of innovative tools like virtual labs (VL). This chapter presents a qualitative study employing interpretative phenomenological design to explore rural science teachers' perceptions and adoption of VL post-pandemic. Guided by the unified theory of acceptance and use of technology (UTAUT), seven participants from rural schools in South Africa's Eastern Cape province were purposively sampled. Thematic analysis of data from interviews, sharing circle discussions, and document analysis revealed a notable shift in teachers' attitudes towards VL. Perceived initially as daunting, VL evolved into an essential teaching tool in the post-pandemic era, representing an unforeseen yet advantageous outcome for rural science education. While the pandemic acted as a catalyst for adoption, persistent challenges such as inadequate internet access and technical support hindered its effective implementation. Addressing these barriers is crucial for meaningful integration of VL into post-COVID-19 education.
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