A Cross-National Dataset on Teacher Perceptions and Adoption of Virtual Laboratories in Higher Education

The dataset comprises faculty perceptions regarding the adoption, implementation, and pedagogical impact of virtual laboratories in higher education from six countries in the Global South. With responses from 1738 teachers from Bangladesh, India, Kenya, Malaysia, the Republic of Maldives, and Sri Lanka, it captures various constructs measuring key factors such as training and professional development, usage behavior, behavioral intention to use, institutional support, perceived ease of use, perceived usefulness, user proficiency and self-efficacy, cognitive load, and learning outcomes in addition to their demographic information (such as gender, country, years of teaching experience, academic position, area of specialization, technology usage, and frequency of use of technology in teaching). Data were analyzed using Python to generate descriptive statistics, skewness, kurtosis, and reliability measures. The dataset is provided in .csv format, enabling further statistical and cross-cultural analysis to explore technology-enhanced laboratory practices in diverse educational contexts.