Results of Teachers' Frequency of Use of PHET Sımulatıon and Analysıs

This article examines the use of PhET interactive simulations in biology classes at higher and secondary schools in Azerbaijan, focusing on the frequency of use by teachers and the impact on learning outcomes for learners. The study surveyed 100 teachers of various subjects. A mixed-methods approach was used, including observations and a comparative analysis of student performance before and after the integration of PhET simulations. Research shows that the majority of teachers (72%) use PhET simulations occasionally or regularly in their lessons. The introduction of these digital tools has resulted in significant improvements in students’ comprehension and mastery of complex biological topics. Specifically, student achievement in subjects such as mitosis, meiosis, DNA structure, and photosynthesis has increased by 31% to 42%. The author presents examples supported by detailed tables and graphical analyses. The article also offers a comparative discussion of PhET simulations compared to other digital learning tools and highlights their unique advantages. It is recommended that teachers be encouraged to use digital tools through professional development courses and to promote the prospects of using interactive simulations. For this, it has become necessary to update curricula and expand virtual laboratory resources. Overall, PhET simulations increase interactivity and student motivation in biology teaching, making learning more effective. These findings emphasize the importance of integrating innovative digital technologies into education and offer a promising future for their widespread application