Final year high school learners’ experiences of using Virtual Chemistry Laboratories in learning acid–base concepts in rural South African schools

Practical experimentation plays a critical role in enhancing learners’ understanding of Chemistry concepts. However, many rural schools in South Africa lack functional laboratories, limiting learners’ opportunities to conduct experiments. This qualitative study explored final-year high school Grade 12 learners’ experiences of using Virtual Chemistry Laboratories (VCLs) when learning Acid–Base Concepts in rural secondary schools. The study was located within an interpretive research paradigm and guided by constructivist learning theory and the Technological Pedagogical Content Knowledge framework. Semi-structured interviews were conducted with twelve Grade 12 learners who participated in a Virtual Chemistry Laboratory intervention focusing on Acid–Base reactions. Data were analysed using thematic analysis. The findings revealed that learners had predominantly positive experiences when using VCLs. These experiences included enhanced enjoyment, improved conceptual understanding, increased motivation, flexible learning opportunities, improved engagement, and positive attitudes towards Chemistry. Learners also appreciated the ability to repeat experiments and learn at their own pace. However, some learners reported minor challenges related to internet connectivity and initial unfamiliarity with digital laboratory tools. The study concludes that VCLs can significantly enhance learners’ experiences and conceptual understanding of Acid–Base Concepts in resource-constrained schools. It recommends integrating VCLs into Chemistry teaching to complement traditional laboratory instruction in rural contexts.