Journal of African Development

The present study examined the effectiveness of virtual lab learning in enhancing environmental sustainability awareness and self-efficacy among B.Ed. students. An experimental method using a single-group pre-test–post-test design was employed. The sample consisted of 45 B.Ed. students selected through purposive sampling. Data were collected using the Environmental Sustainability Awareness Test and the Self-Efficacy Scale based on Bandura’s Self-Efficacy Theory. Statistical techniques such as mean, standard deviation, paired t-test, and Cohen’s d effect size were used for data analysis. The results revealed a significant improvement in both environmental sustainability awareness and self-efficacy among B.Ed. students after the virtual lab learning intervention. The findings indicate that virtual lab learning is effective in promoting environmental sustainability awareness and strengthening self-efficacy among prospective teachers..