Science teachers in informal learning contexts in South Africa: perspectives via the curricular spider web model

Abstract Informal learning environments are increasingly recognized as transformative spaces for enriching science education through experiential, real-world learning. This study investigated middle school science teachers’ perceptions and experiences of teaching in informal learning contexts in KwaZulu-Natal, South Africa. A qualitative multiple-case study design was employed with 14 teachers (Grades 7–9). Data were collected via semi-structured interviews, written reflective activities, and a focus group discussion, and analyzed thematically using the Curricular Spider Web model as an analytic lens. Findings reveal that while teachers value informal settings for boosting student engagement, curiosity, and understanding, they face significant challenges, notably resource shortages, financial constraints, and curriculum pressures, that hinder effective implementation. Teachers demonstrated resilience and adaptability by improvising with local materials and flexible strategies, though concerns about classroom management and limited training often tempered their use of playful, exploratory learning. The study highlights the need for targeted teacher education and policy support to address systemic barriers and better integrate informal learning opportunities into the curriculum. By utilizing informal environments and supporting teachers, stakeholders can enhance science teaching relevancy and equity, ultimately enriching students’ science learning experiences.