The integration of Virtual Laboratories (VLs) into blended learning environments in science education offers a multifaceted educational experience that bridges the gap between theoretical knowledge and practical application. This approach provides dynamic, interactive learning opportunities that can be customized to meet various educational needs and contexts. In this research, we propose the incorporation of VLs as a novel strategy in chemistry laboratory education. Our goal is to enhance students' laboratory educational consciousness by improving engagement, learning outcomes, and enhancing their skills. Our investigation addresses four key research questions, which we approach through the lenses of various theoretical frameworks, including self-determination theory, self-efficacy theory, and the Unified Theory of Acceptance and Use of Technology-2. These questions involve aligning laboratory experiments with curriculum objectives through VL utilization, effectively integrating VLs into in-class demonstrations, understanding the complementary role of physical laboratories (PLs), and identifying the challenges associated with implementing a flipped classroom approach using VLs. Our study's findings indicate that the proposed laboratory design effectively reduces alternative concepts held by both male and female students. Survey results also reveal that instructors generally perceive the new classroom design as effectively simulating the hands-on experience of a traditional laboratory setting, with 60% of respondents either agreeing or strongly agreeing with this notion. Moreover, the study underscores the importance of offering professional development opportunities for educators and emphasizes the necessity of using pedagogically sound virtual laboratories in the context of chemistry education.