Abstract
Over the last few years, the use of the web and virtual technologies in school education has become widespread. This study aimed at identifying the reality of using virtual laboratories (VLs) in teaching advanced biology curricula in developing higher-order thinking skills (HOTS) among female students at the secondary level in Al-Kharj district, Saudi Arabia. The study adopted descriptive methodology. Fifty-four biology female teachers at the secondary level in Al-Kharj completed a questionnaire consisting of four dimensions: the awareness of the virtual laboratories' importance in developing higher-order thinking skills, the use of virtual laboratories in developing higher-order thinking skills, obstacles to using virtual laboratories in teaching advanced biology curricula, and the requirements for using virtual laboratories in teaching advanced biology curricula to develop higher-order thinking skills. The results showed the awareness of the VLs' importance in developing higher-order thinking skills achieved with a large degree, using VLs with a middle degree, the impediments of using VLs in developing higher-order thinking skills with a large degree, and the requirements for using VLs in teaching biology for developing higher-order thinking skills with a very large degree. The results also showed statistically significant differences between the responses of the female teachers according to the number of training workshops in VLs. There were no statistically significant differences with regard to the academic degree and the years of experience. The study recommended a reconsideration of technological infrastructure in schools where VLs are used in teaching and learning.