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.

本数据集采集于2021年，全面涵盖卢旺达中学物理教育资源与虚拟实验（Virtual Labs, VLs）的使用情况，数据采集自不同地区的107名物理教师。数据集包含教师的人口统计学信息（性别、任职资质、教龄、学校类型与办学地点），同时涵盖实验室、教材、计算机机房与互联网接入等核心教学资源的配备情况。教师们还汇报了自身对虚拟实验的熟悉程度与使用情况，以及所面临的各类挑战，包括设备短缺、教学任务过载以及信息与通信技术（Information and Communications Technology, ICT）技能不足等问题。调研采用李克特量表（Likert scale）记录教师对教学资源配备情况以及教学中信息与通信技术使用情况的认同程度。开放式问题环节收集了教师针对物理教育改进提出的具体挑战与建议，例如增设更多培训机会、优化教学材料获取渠道以及完善基础设施建设。本数据集揭示了卢旺达城乡间教学资源分配的不均衡性，可为旨在支持卢旺达物理教育发展与科学、技术、工程、数学（Science, Technology, Engineering, Mathematics, STEM）领域发展的政策制定者与研究人员提供极具价值的研究工具。