Abstract
<jats:p>This study aims to investigate the impact of simulation-based learning in biology education, particularly the use of PhET and similar digital platforms, on students’ academic achievement. The abstract nature of many biological concepts makes their deep understanding difficult when taught solely through traditional instructional methods. In this context, interactive simulations that enable visualization and experimentation emerge as one of the key factors enhancing the effectiveness of the learning process. The study was conducted using a quasi-experimental research design, in which simulation-based instructional methods were applied to the experimental group, while traditional teaching methods were employed for the control group. Academic achievement was measured through pre-test and post-test scores, and questionnaires were administered to assess students’ motivation and attitudes toward biology lessons. The findings indicate that simulation-based learning has a positive effect on students’ conceptual understanding and significantly improves academic achievement in biology. The instructional interventions were implemented with undergraduate students, master’s students, and early-career teachers in university settings and STEAM Center VR laboratories. Overall, the results highlight the scientific and practical significance of integrating digital technologies into biology education.</jats:p>