Abstract

This qualitative study explores the challenges faced by Design and Technology (RBT) teachers in implementing Virtual Teaching and Learning (VTL) during the shift to online teaching. Data were collected through interviews, classroom observations, and document analysis with purposive sampling. The findings indicate that adapting hands-on, practice-oriented instruction to digital platforms was hindered by diminished interactivity, limited opportunities for collaboration, and difficulties in conducting practical activities, as well as unequal access to digital devices and reliable internet connectivity. These challenges affected lesson delivery, student engagement, teacher–student interaction, and the provision of immediate instructional scaffolding. Teachers responded through adaptive instructional strategies and digital upskilling, demonstrating professional resilience and pedagogical adaptability. The findings are interpreted through the Community of Inquiry (CoI) framework and Vygotsky’s concepts of social scaffolding and the Zone of Proximal Development (ZPD), which provide complementary perspectives for understanding teacher presence, learner interaction, and guided learning in virtual practical education. As a single-school case study, the study provides context-specific insights into the experiences of RBT teachers and does not seek to generalize the findings to all schools in Johor Bahru. The study highlights implications for teacher professional development, equitable digital access, and the development of digital learning resources specifically suited to practical and technical subjects.