Innovating higher education pedagogy: integrating RADEC learning model and virtual laboratory to promote pre-service elementary teachers’ conceptual change

This study aimed to examine the efficacy of RADEC-based instructional materials, supplemented by a virtual laboratory, in promoting conceptual change among pre-service elementary teachers. Employing mixed methods, the study involved the collection, analysis, and integration of both quantitative and qualitative data. The selected research design was an embedded experimental design. The study focused on all first-semester students in the Elementary Teacher Education Program at a university for the 2025/2026 academic year, totaling 600 students. The sample was drawn using cluster random sampling, yielding 78 students: 39 assigned to the experimental group and 39 to the control group. Quantitative data were obtained from pretest and posttest scores, while qualitative data were derived from coding students’ levels of conception. The results indicated that students in the experimental group demonstrated significantly greater conceptual gains than those in the control group. Most students in the experimental group achieved high normalized gain scores, and a larger proportion exhibited acceptable conceptual changes. Student responses toward the RADEC-based learning with virtual laboratory assistance were highly positive, indicating strong engagement and understanding. These results suggest that integrating structured pedagogical models with technology-enhanced learning can effectively improve conceptual understanding and support active, student-centered learning in teacher education. Future research is recommended to investigate long-term effects, implementation across different science topics, and scalability in other higher education contexts.