Main Article Content
Abstract
The teaching of chemistry in secondary schools has long grappled with constraints in laboratory access, safety concerns, resource inadequacy, and low student motivation. Artificial intelligence (AI)-driven virtual laboratories offer a transformative solution by providing immersive, interactive, and adaptive digital environments that replicate or augment physical laboratory experiences. This paper examines the conceptual foundations, pedagogical merits, and implementation challenges of integrating AI-driven virtual labs into secondary school chemistry instruction. Drawing on a systematic review of empirical studies, theoretical frameworks, and platform analyses published between 2010 and 2024, the paper demonstrates that AI-driven virtual labs significantly improve students' conceptual understanding, practical skills, engagement, and academic performance in chemistry. Barriers including digital infrastructure deficits, teacher competency gaps, and curriculum misalignment, particularly in developing-country contexts such as Nigeria are critically appraised. The paper recommends a hybrid laboratory model, targeted teacher professional development, stakeholder policy advocacy, and phased integration strategies as pathways toward equitable and effective adoption. Implications for curriculum design and future research are discussed.