Lived Experiences of Teachers in the Implementation of Education 4.0 in Teaching Science: Basis for an Educational Framework

AUTHOR(S)

JAYBEN PAQUIT LOCION

ABSTRACT

——This study explored the lived experiences of science teachers in implementing Education 4.0 in teaching science at Eastern Visayas Regional Science High School (EVRSHS) to understand how educational paradigm shifts influences instructional practices, professional identity, and learning environments. Using a qualitative transcendental phenomenological design, data were collected through in-depth semi-structured interviews with ten (10) science teachers and analyzed following Moustakas’ procedures, including bracketing, horizonalization, phenomenological reduction, clustering of meanings, and synthesis of textural and structural descriptions leading to the essence of the phenomenon. Findings revealed that Education 4.0 implementation is a transformative yet complex experience characterized by five invariant themes: navigating technological adaptation, reconstructing professional identity, negotiating institutional support and contextual constraints, witnessing student transformation and skill development, and sustaining commitment amid digital equity concerns. Teachers experienced a shift toward studentcentered, technology-enhanced instruction while addressing challenges related to infrastructure, access, and learner variability, demonstrating resilience and commitment to inclusive learning. The study further developed a Contextualized Education 4.0 Framework integrating technological, pedagogical, institutional, and ethical dimensions to support sustainable implementation. These findings provide insights for improving educational practices in digitally evolving contexts. Keywords: education 4.0, educational framework, educational paradigm shift, phenomenology, science teachers, teacher experiences