Abstract
The purpose of this study is to evaluate primary school teachers’ views on value transfer in virtual museums. In the research, the phenomenological design, one of the qualitative research methods, was chosen as the research method. The study group of the research consisted of 20 teachers who taught in various primary schools in Almaty, Kazakhstan, in the 2020–2021 academic year. Semi-structured interviews were conducted to obtain data. Teachers value the virtual museums’ cultural heritage, scientific benevolence, aesthetics and patriotism. The quality of museums, teacher effect, student effect and the quality of the activity are factors that teachers find effective in transferring value to virtual museums. Teachers attributed the difficulties in transferring value in virtual museums to reasons originating from the museum, the student and the school. Increasing the number and quality of museums and the variety of activities, choosing the right method, enriching the curriculum, organising parent seminars, raising awareness and motivating students have been categorised by teachers as suggestions for value transfer in virtual museums. Keywords; Virtual museums, value education, teacher opinions