In this paper, we propose the use of virtual labs (VLs) as a solution to bridge the gap between theory and practice in physics education. Through an experiment conducted in two towns in the Democratic Republic of the Congo (DRC), we demonstrate that our proposed lab (BRVL) is more effective than global alternatives in correcting misconceptions and ensuring compliance with the current curriculum in the DRC. We combine Conjoint Analysis (from SPSS) to weigh selected criteria—curriculum compliance, knowledge construction, misconception correction, and usability—alongside eight MCDA methods: AHP, CAHP, TOPSIS, ELECTRE I, ELECTRE II, ELECTRE TRI, PROMETHEE I, and PROMETHEE II. Our findings show that, among six VLs, BRVL consistently outperforms global alternatives like Algodoo and Physion in terms of pedagogical alignment, curriculum compliance, and correction of misconceptions for Congolese schools. Methodologically, the respondents are consistent and in agreement, despite individual differences. The sensitivity analysis of the ELECTRE and PROMETHEE methods has shown that changes in parameter values do not alter the conclusion that BRVL is the best among the compared VLs.

This article examines the pedagogical potential of video games and artificial intelligence (AI) in fostering ecological literacy among secondary students in Sub-Saharan Africa. As mobile technologies and digital play become increasingly embedded in youth culture, these tools offer immersive and adaptive pathways to engage with pressing environmental challenges. Grounded in theories of flow and situated learning, the paper proposes a dual approach: using culturally resonant games to cultivate systems thinking and ethical reflection and leveraging AI to personalize ecological simulations and support context-sensitive learning. Design principles emphasize cultural relevance, infrastructure sensitivity, and alignment of ethical artificial intelligence. This article concludes with a research agenda aimed at mapping, testing, and evaluating game-based and AI-enhanced learning environments, inviting interdisciplinary collaboration to transform digital play into a tool for ecological preservation.

In this article, we introduce the Conjoint Analytic Hierarchy Process (CAHP), a novel multi-criteria aggregation function that hybridizes Conjoint Analysis (CA) and the Analytic Hierarchy Process (AHP). Most of the limitations of traditional multi-criteria methods are addressed by CAHP. The proposed approach has many practical implications in various sectors such as business, industry, healthcare, education, and more. The keystone of the method is to apply CA to obtain the weights of criteria before applying the usual AHP in the subsequent steps (level of alternatives). Prior to using the AHP, decision tables from decision-makers were transformed into a unique decision table using the arithmetic mean of alternatives’ performances on criteria. Appropriate formulas were then used to turn this aggregated decision table into pairwise comparison matrices, upon which the AHP was applied. We tested the CAHP in two real-world situations to demonstrate its reliability. The results show that the rankings obtained from CAHP are identical to those from other methods, such as TOPSIS, ELECTRE II, and PROMETHEE II. Future research should focus on developing user-friendly tools to facilitate CAHP application. Other perspectives would involve carefully classifying each criterion’s modalities to prevent inversions in respondent preferences during CA and assessing possible biases to manage unexpected preferences.

Physics teaching in Sub Saharan Africa often remains theoretical because of a lack of teaching materials and limited access to teacher training, and evidence on low cost, short term professional development in such fragile contexts is scarce. This quasi experimental study was conducted in ten secondary schools in Mbanza Ngungu, Democratic Republic of Congo, with five schools assigned to an experimental group and five to a control group. The sample included 248 students and ten physics teachers from those schools. Data collection relied on a validated ten item test measuring conceptual, procedural and symbolic dimensions of physics learning, complemented by semi structured teacher interviews. The theoretical framework combined three pillars: the use of low cost didactic materials, situated learning as conceived by Lave and Wenger, and Bandura’s concept of teacher self efficacy. The main results show that students taught by trained teachers significantly outperformed control students on the conceptual dimension (Cohen’s d = 0.49) and the symbolic dimension (d = 1.58), whereas no significant difference was observed in procedural skills. Persistent errors in algebra, unit conversion, and graphical interpretation remained in both groups. Teachers in the experimental group reported higher self efficacy but their teaching practices changed in variable ways across individuals. An implication of these findings is that even short term professional development can improve conceptual and symbolic learning under severe resource constraints, yet procedural fluency likely requires stronger collaboration between physics and mathematics teachers as well as longer or more targeted interventions. Keywords: teacher, professional development, didactic materials, physics education, pedagogical transformation, situational learning, student achievement, Sub-Saharan Africa

In this paper, we propose the use of virtual labs (VLs) as a solution to bridge the gap between theory and practice in physics education. Through an experiment conducted in two towns in the DRC, we demonstrate that our proposed lab (BRVL) is more effective than global alternatives in correcting misconceptions and ensuring compliance with the current curriculum in the DRC. We combine Conjoint Analysis (from SPSS) to weigh selected criteria – curriculum compliance, knowledge construction, misconception correction, and usability – alongside seven MCDA methods: AHP, TOPSIS, ELECTRE I, ELECTRE II, ELECTRE TRI, PROMETHEE I, and PROMETHEE II. Our findings show that, among six VLs, BRVL consistently outperforms global alternatives like Algodoo and Physion in terms of pedagogical alignment, curriculum compliance, and correction of misconceptions for Congolese schools. Methodologically, the respondents are consistent and in agreement, despite individual differences. The sensitivity analysis of the ELECTRE and PROMETHEE methods has shown that changes in parameter values do not alter the conclusion that BRVL is the best among the compared VLs.