This scoping review examined digital innovations in Philippine K–12 science education during and after the COVID-19 pandemic. Guided by the PRISMA-ScR framework, 37 peer-reviewed studies published between 2020 and mid-2025 were systematically analyzed through thematic synthesis guided by defined inclusion and exclusion criteria. The analysis found that teachers relied heavily on accessible platforms such as Messenger, Google Meet, Zoom, and Canva, while learning management systems like Google Classroom and Quipper provided structure for content delivery and assessment. Locally developed innovations, including gamified applications, virtual laboratories, simulation-based modules, and home-based experiments, were also integrated to support conceptual mastery. These tools were embedded in pedagogical approaches such as flipped classrooms, online collaborative learning, and inquiry-based strategies, which improved engagement and flexibility but also raised concerns between simplifying content for accessibility and sustaining scientific accuracy. Reported benefits included strong motivation, participation, and self-efficacy, though evidence was often short-term and context-specific. Persistent challenges such as poor connectivity, unequal device access, and limited teacher preparation constrain effectiveness, particularly in rural and underserved schools. Findings highlight the need for sustained professional development in digital pedagogy, targeted infrastructure investment, and scaling of locally relevant content if digital instruction becomes not only an alternative solution during crisis but a pathway toward long-term equity and innovation in Philippine science education.
Jade C. Colegado (Wed,) studied this question.