<![CDATA[This study explores science teachers’ perceptions of integrating virtual laboratories (VLs) in science education using a literature review methodology. A systematic process of identifying, screening, and analyzing relevant studies was employed to synthesize existing findings. Results indicate that science teachers generally have positive attitudes toward VLs, recognizing their potential to enhance conceptual understanding, engagement, and higher-order thinking skills. VLs are considered flexible and innovative tools that can supplement or partially replace traditional laboratories. However, their actual implementation remains limited due to challenges such as inadequate infrastructure, limited teacher training, and lack of institutional support. These constraints create a gap between positive perceptions and actual practice. The study highlights the need for continuous professional development, improved resources, and supportive policies to strengthen the integration of VLs in science education]]>
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