Torn Between Worlds: How Science Teachers Navigate Pedagogical Practices and Challenges in Teaching Science to Indigenous People (IP) Students

Teaching science to Indigenous Peoples (IP) students in remote areas requires culturally responsive pedagogical approaches that integrate indigenous knowledge systems with modern scientific concepts. However, teachers face significant challenges that hinder effective science instruction and the meaningful engagement of IP students in scientific learning. This qualitative study explored the complex realities of science education for Indigenous students. Utilizing a phenomenological approach and Moustakas Thematic Analysis framework, the study was conducted among science teachers who taught IP learners in Kalamansig, Sultan Kudarat, for SY 2024-2025. Data revealed key themes such as the rewards and challenges of culturally responsive teaching, the importance of community engagement, and the need for ongoing professional development. The study recommends creating a more inclusive and equitable science education system for Indigenous students in the Philippines by strengthening parent-engagement programs, refining and conducting seminars and training, and teacher recognition through incentives.