2026 IJRSE – Volume 15 Issue 17
Available Online: 14 July 2026
Author/s:
Ballocanag, Reymart G.
Ilocos Sur Polytechnic State College, Philippines (ballocanagreymart@ispsc.edu.ph)
Abstract:
The COVID-19 pandemic transformed higher education by necessitating the rapid adoption of flexible learning modalities, particularly in science education where laboratory and practical activities are essential. This study explored the lived experiences of college science teachers in implementing instruction during the new normal at Ilocos Sur Polytechnic State College (ISPSC). Specifically, it examined the mechanisms employed in lesson preparation, instructional delivery, assessment of learning, and feedback provision; identified the challenges encountered; and explored the coping strategies adopted by the participants. Using a phenomenological research design, data were gathered through in-depth interviews with purposively selected science teachers from the six ISPSC campuses who had experience teaching before and during the pandemic. Colaizzi’s method of phenomenological analysis was employed to analyze the interview data. Four major themes emerged from the participants’ narratives: Taking the Virtual Route, which describes the transition to online platforms for instruction; Turtle Net, which represents poor internet connectivity as the primary challenge; Reaching Students, which highlights difficulties in student engagement due to personal, geographical, and technological constraints; and Being Flexible, which reflects the teachers’ adaptability and resilience in addressing the demands of the new educational landscape. The findings reveal that while flexible learning enabled instructional continuity, significant challenges in technology and student participation persisted. Nevertheless, college science teachers demonstrated remarkable adaptability in sustaining quality instruction. The study recommends strengthening institutional learning management systems, improving internet infrastructure, and conducting further research on innovative strategies to support science education in flexible learning environments.
Keywords: phenomenology, science education, flexible learning, college science teachers, COVID-19 pandemic
DOI: https://doi.org/10.5861/ijrse.2026.26304
Cite this article:
Ballocanag, R. G. (2026). Transcending boundaries of new normal science education: Phenomenologizing the lived experiences of college science teachers. International Journal of Research Studies in Education, 15(17), 25-33. https://doi.org/10.5861/ijrse.2026.26304