A Systematic Review of Virtual and Remote Laboratories in Morocco and the MENA Region

Abstract

Since it enables students to relate theoretical knowledge to practical application, laboratory experimentation is essential to STEM education. This role is becoming harder to maintain in higher education institutions throughout Morocco and the MENA region as a result of expanding student populations, a lack of laboratory space, and the high cost of scientific equipment. This review compiles results from research on the creation, use, and educational value of virtual laboratories (VLs) and remote laboratories (RLs) that are indexed in Web of Science and Scopus. Major regional initiatives such as the EOLES, eSience, and EXPERES projects receive special attention. The body of research indicates that these virtual lab settings can help overcome physical resource constraints while producing learning outcomes that are on par with traditional in-person labs. Because these systems offer flexibility and the chance for repeated experimentation, learners consistently express high levels of satisfaction. Their long-term viability and wider influence, however, depend on resolving persistent issues like unequal access to digital tools and the requirement for specialized pedagogical training that facilitates a transition from conventional deductive instruction to more inductive, learner-centered methods.