Teachers' Perspectives on the Challenges and Use of Educational Video in Third Cycle Science Instruction in Timor-leste

Background: Educational videos can provide visual support for science instruction, although their classroom use may be affected by technological and pedagogical constraints. Aim: This study explored teachers’ perspectives on educational video use, the ways videos were integrated into Grade 7 science lessons, and the challenges encountered at Central Basic School Mary Wilson in Timor-Leste. Methods: A descriptive qualitative approach with purposive sampling was adopted. Participants included Grade 7 natural science teachers, eight Grade 7 students and the school director. Data were collected through semi-structured individual and group interviews, classroom observations and documentation. Interview data were examined thematically, while observation and documentary data were analysed through content analysis. Member checking supported data credibility. Results: Participants expressed positive views of educational videos as visual aids for explaining scientific processes and encouraging students’ attention, interest, questioning and participation. The reported instructional sequence combined teacher explanation, video presentation, questions, group discussions and student presentations. Students indicated that video had been used only once in their science lessons, notably to illustrate pregnancy. Challenges included a poorly functioning laptop, reliance on borrowed equipment, reported electricity and internet limitations, and occasional disruptive behaviour. Classroom observation also showed that learning objectives were not communicated before video presentation, although no major technical interruption occurred during the observed lesson. Conclusion: Educational videos were viewed as useful supplementary resources, but their consistent integration requires appropriate equipment, classroom management and clear instructional planning.