Survey data collected from Physics teachers in Rwanda on Virtual Labs

The dataset collected in 2021 provides a comprehensive overview of physics education resources and the usage of Virtual Labs (VLs) in Rwandan secondary schools, collected from 107 physics teachers across different regions. It includes demographic information (gender, qualifications, teaching experience, school type, and location) as well as the availability of essential teaching resources like laboratories, textbooks, computer labs, and internet connectivity. Teachers also reported on their familiarity with and usage of VLs, as well as the challenges they face, such as a lack of equipment, overloaded schedules, and insufficient ICT skills.

Responses are recorded on a Likert scale, covering agreement levels on resource availability and usage of ICT in teaching. Open-ended responses capture specific challenges and suggestions from teachers to improve physics education, such as the need for more training, better access to materials, and improved infrastructure. The dataset highlights disparities in resource allocation across rural and urban areas and serves as a valuable tool for policymakers and researchers aiming to support physics education and STEM development in Rwanda.