Abstract
This study investigates the integration of virtual laboratories into physics education in public schools, exploring the methodological nuances and pedagogical implications of this innovative approach. Rooted in a theoretical framework emphasizing pedagogical foundations, the research reviews the literature, identifying gaps in existing knowledge. Utilizing sociological surveys among teachers, the study delves into their experiences and perceptions of virtual laboratory implementation. Virtual laboratories, with their dynamic and interactive features, offer to students’ immersive opportunities to explore complex physics concepts. The findings contribute to the discourse on inventive pedagogical strategies, providing practical insights for educators and policymakers in navigating the evolving educational landscape. By bridging the theoretical-practical gap, this research aims to enhance the educational experience for students, positioning virtual laboratories as a valuable tool in the modern physics classroom.
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