<![CDATA[The purpose of this study is to map the knowledge landscape, identify trends, and identify research gaps regarding the use of virtual laboratories to improve conceptual understanding in science education. The limitations of conventional laboratories in terms of cost, safety, and visualization of abstract phenomena often hinder students' conceptual understanding. This study uses the Systematic Literature Review (SLR) method, guided by PRISMA, and a bibliometric analysis of the Scopus database for the period 2015 to 2025. Analysis of annual publication trends shows instability in annual publications, with an overall upward trend (upward regression). The 10 most cited articles in the field of virtual, augmented, and combined virtual-physical laboratories in science learning. The analysis results show an increasing trend in publications, with Chemistry as the most frequently researched subject area. Effective Subject-Specific Pedagogy (SSP) patterns identified include: the use of multimodal visualization and representation; guided inquiry-based learning approaches; strengthening conceptual understanding through variable manipulation; reducing procedural cognitive load; and connectivity between simulations and the real world. It is concluded that virtual laboratories are a powerful tool for enhancing conceptual understanding, provided they are integrated with appropriate pedagogical strategies that shift the focus from procedural knowledge to conceptual knowledge.]]>
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