10th U6+ Consortium of African Universities International Conference

The quality of science education depends largely on teachers’ ability to develop learners’ science process skills. However, inadequate laboratory facilities in many Nigerian teacher-training institutions limit practical learning opportunities. This study investigated the effect of digital laboratory simulations on the acquisition of science process skills—specifically observing, measuring, hypothesising, experimenting, and interpreting data—among pre-service science teachers in Aba Metropolis, Abia State, Nigeria. A quasi-experimental pre-test, post-test non-equivalent control group design was adopted, involving 120 pre-service science teachers sampled from NINLAN International schools selected institutions. The experimental group engaged with virtual laboratory activities, while the control group utilized conventional methods. Data were collected using a validated Science Process Skills Assessment Test (SPSAT) and analyzed using descriptive statistics and ANCOVA. Findings revealed that participants exposed to digital laboratory simulations achieved significantly higher levels of science process skill acquisition than those in the conventional group (p < 0.05). The simulations markedly enhanced trainees' abilities to design experiments, formulate hypotheses, and draw evidence-based conclusions, effectively bridging the theory–practice gap. By providing affordable, scalable access to practical STEM learning, this study contributes directly to the conference themes of Inclusive Innovation and Sustainable Transformation. It demonstrates how digital tools can empower under-resourced institutions, aligning with the African Union’s Agenda 2063 objectives to leverage technology for equitable, high-quality education.