A cross-national dataset on teacher perceptions and adoption of virtual laboratories in higher education

This dataset presents cross-national data on higher education faculty perceptions, adoption patterns, and pedagogical experiences with virtual laboratory simulations from six countries across the Global South. A total of 1738 valid responses were collected from university instructors across Bangladesh, India, Kenya, Malaysia, the Republic of Maldives, and Sri Lanka following structured training programs on virtual laboratories. The dataset includes nine validated constructs capturing faculty perspectives on pedagogical compatibility, training adequacy, usage behavior, behavioral intention, institutional support, perceived ease of use, perceived usefulness, self-efficacy, cognitive load, and learning outcomes alongside demographic information such as gender, academic designation, years of teaching experience, and discipline. Data were processed using descriptive and correlational statistical methods to ensure internal consistency and construct reliability. This dataset provides a valuable foundation for comparative and cross-cultural analyses of technology adoption in higher education. It can be used to explore determinants of virtual laboratory integration, evaluate faculty readiness for digital pedagogy, and inform policy frameworks promoting sustainable and inclusive technology-enhanced learning across diverse educational contexts.