This systematic review explores the extent and nature of virtual laboratory implementation in pre-service teacher education programs across South African universities. This initiative seeks to uncover the pedagogical impact of VLs on teaching competencies and content understanding in life sciences among pre-service teachers. The review compiles data from twenty peer-reviewed articles, which report quantitative and qualitative analyses in referred journal publications. The selection of studies is limited to those that explored the role and current state of VL integration in pre-service teacher training within South African universities. It focuses on its effectiveness in enhancing practical engagement in life sciences education. The reviewing process subjected the selected articles to thematic analysis to identify common patterns in the This systematic review explores how Life Sciences lecturers’ use of technology, particularly virtual laboratories, impacts the teaching and preparation of pre-service teachers. It also assesses pre-service teachers’ understanding of virtual laboratories. The review compiles data from twenty two peer-reviewed articles, which report quantitative and qualitative analyses in referred journal publications, covering the period 2013-2025. The selection of studies is limited to those that explored the role and current state of VL integration in pre-service teacher training within South African universities. It draws on its effectiveness in enhancing practical engagement in Life Sciences education. The reviewing process subjected the selected articles to thematic analysis to identify common patterns in the Life Sciences VL integration in pre-service teacher training. Following PRISMA guidelines, a systematic review was conducted using academic databases including Scopus, Taylor & Francis, ERIC, South African Journal of Higher Education. The reviewed literature indicates a growing but uneven adoption of VLs in Life Sciences education pre-service teacher (PSTs) training. VLs have demonstrated strong potential in improving conceptual understanding, inquiry-based learning, and pre-service teacher motivation, especially in contexts lacking physical lab infrastructure. Several studies highlighted the ability of VLs to simulate complex biological processes, provide real-time feedback, and allow repeated experimentation, thereby enhancing active learning. However, challenges persist, including inadequate digital skills among pre-service teachers, inconsistent institutional support, limited access to devices or internet connectivity, and a lack of standardized curriculum integration strategies. Furthermore, while some universities showcase innovative VL integration aligned with CAPS and ITE policies, others lag due to resource constraints or lack of training for lecturers. An argument is made that future research should explore longitudinal impacts of VL-based instruction and develop context-sensitive models for sustainable integration into teacher education programs.

Keywords: Virtual laboratories, pre-service teacher Education, life sciences education, south african universities, inquiry-based learning.