A Phenomenological Study of Lubbock Independent School District’s Teachers’ Perceptions of Teaching with the Agricultural Education Sciences Approach

This phenomenological study explores the experiences of agricultural science teachers within Lubbock Independent School District’s Agri-STEM program. Through semi-structured interviews with seven teachers, key themes emerged, highlighting the collaborative nature of the program and its integration of academic and practical skills across disciplines. Teachers viewed the Agri-STEM approach as a valuable tool for enhancing students' academic performance and personal growth, with a particular focus on critical thinking, leadership development, and career readiness. However, the study also identified challenges, including limited administrative support and resource constraints, which impact program delivery. These findings accentuate the importance of robust partnerships, resource allocation, and ongoing professional development to improve the efficacy of agricultural science education within the STEM framework.