In nursing education, simulation-based learning (SBL) is often used to bridge theoretical knowledge and practical application, supporting nursing students in developing their critical thinking (CT) skills. Despite the benefits of using SBL in nursing education, research gaps remain in understanding student learning outcomes. Furthermore, there is a lack of studies describing the specific use of technology in its application. The objective of this study was to explore strategies for learning and the use of technology to enhance nursing students’ CT within the SBL context. This research was conducted as a qualitative pilot study, using a semistructured interview technique to gather insights from teachers at 2 universities in the south of Sweden. The obtained data were analysed in accordance with the phenomenographic analysis introduced by Sjöström and Dahlgren. The results revealed participants’ perceptions of useful strategies for student learning and different ways of using technology. In particular, the results are reflected in 5 descriptions of categories: motivating environment, facilitating preparations, active participation, student-centeredness and reflective observations. While the findings may not be directly applicable to clinical practice, the study’s findings offer examples of effective strategies for student learning and technology use, thus providing valuable guidance for teachers implementing SBL in nursing education. To gain a more comprehensive understanding of using SBL as a teaching method, future research should aim to investigate nursing students’ experiences of how CT is promoted via simulations.