Integration of simulations in Biology education offers significant potential for enhancing student learning. however, its adoption in lower secondary schools remains challenging. This study investigates the current teachers’ practices and perceptions of using simulations in Biology teaching in Kamonyi District. A sample of 32 lower secondary schools’ biology teachers were purposively sampled based on the availability of smart classrooms and internet connectivity. The study adopted a mixed method explanatory design Combining qualitative and quantitative data to gain in-depth understanding use of simulations in biology teaching. In this context quantitative data were collected from questionnaire and Reformed Teaching Observation Protocol(RTOP) while qualitative data were collected from the semi-structured interview. Quantitative data were analysed by using descriptive statistics by using Excel 2016 while qualitative data were analysed by using thematic analysis with aid of taguette software. The results revealed that simulation-based learning(SBL) enhances student engagement, promotes inquiry-based learning, facilitates conceptual understanding through visualization and active student participation. The finding also revealed that through the use of SBL teachers’ benefit from improved instructional strategies and classroom dynamics. In addition, biology teachers highlighted that SBL presents a cost-effective alternative to traditional laboratory experiments, especially in resource-limited settings. However, several barriers hinder the effective implementation of SBL, including limited access to ICT infrastructures, lack of teacher training, large class sizes, and inadequate simulation resources were identified. This study underscores the need for targeted teacher training programs, improved ICT infrastructure, and curriculum-aligned simulations to optimize the use of simulation based learning for the effective teaching biology concepts.
Butera et al. (Sun,) studied this question.