This phenomenological study explored the lived experiences of Alternative Learning System (ALS) teachers in delivering Scientific Literacy and Critical Thinking Skills in the Schools Division of Puerto Princesa. This study examined the significant experiences of ALS teachers, the meanings they attributed to these experiences, the themes that emerged from them, and the framework developed from the findings. Through purposive sampling and defined inclusion criteria, 12 ALS teachers who handle Learning Strand 2: Scientific Literacy and Critical Thinking Skills were selected as co-participants. Data were obtained using semi-structured interviews and were analyzed using Colaizzi’s Phenomenological Data Analysis. Consequently, five themes emerged from the analysis. These are the following: (1) Structural and Resource Constraints; (2) Building Teacher Capacity and Support Systems; (3) Contextual and Experiential Science Teaching; (4) Adaptive Pedagogy for Diverse Learners; and (5) Motivation, Accountability, and Fulfillment in ALS. These emergent themes show that ALS teachers remain committed through flexibility, resourcefulness, contextualized instruction, and learner-responsive strategies despite difficult and unstable conditions. These themes indicate that interconnected structural and pedagogical conditions influence the delivery of Learning Strand 2. They further suggest that effective delivery requires an integrated response not only from ALS teachers but also from relevant support systems. Based on the gathered data, the study proposes the ALS-Responsive Experiential Science Teaching Framework (ALS-REST), an integrated structural-pedagogical support framework that is grounded in the five emergent themes and was developed as a support framework to strengthen Learning Strand 2 delivery in ALS. This study recommends stronger resource provision, professional development, collaborative support, and localized instructional practices to better support ALS teachers.
Jay-R Valdez (Wed,) studied this question.