Abstract
The purpose of this study is to investigate the impact of using Labster virtual laboratories on the theoretical knowledge, practical skills, and motivation of future biology teachers. In general, three teaching approaches were compared: traditional, distance learning using exclusively Labster virtual laboratories, and a combined approach that combined virtual laboratories and face-to-face classes. The research methodology included conducting an educational experiment during one academic year. Such aspects were of the biggest importance for the students: visualization of complex processes (85% of responses); interactive learning format (79%); the ability to independently model environmental situations (72%). The approach using only traditional methodological tools demonstrated minimal effectiveness. This indicates the high effectiveness of combining interactive technologies and traditional teaching. Further research can be aimed at analyzing the long-term impact of virtual laboratories and their use in different learning environments.