ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study addressed the knowledge gap on teachers’ lived experiences in implementing video-based instruction in science, particularly in resource- constrained rural settings like the Poona Piagapo District. Using a qualitative phenomenological design, it explored teachers’ experiences, the meanings they assign to these, the themes that emerge, and the development of a strategic framework to improve implementation. Seven purposively selected public elementary science teachers with at least three years of experience participated during the 2025–2026 academic year. Data were collected through in-depth interviews and analyzed using Colaizzi’s method, including extracting significant statements, formulating meanings, clustering themes, and validating findings through member checking. The results showed that teachers view video-based instruction as a transformative tool that enhances science teaching by making abstract concepts more concrete, increasing learner engagement, and requiring adaptive strategies to address technological constraints. Five major themes emerged: pedagogical transformation, visualization of abstract concepts, enhanced learner engagement, resilience amid constraints, and professional growth through collaboration. The study developed the VBIS Framework (2026), which includes five domains: video pedagogy and lesson design, cognitive and visual learning design, digital readiness and infrastructure support, inclusive and differentiated video use, and professional learning and collaboration. This framework offers a structured yet flexible approach to integrating video-based instruction in science classrooms. The findings emphasize the importance of teacher experience in shaping instructional innovation and contribute to the broader understanding of technology integration in education. The study also suggests that schools support teachers through localized video resources and professional development, while future research may examine the framework’s effectiveness using quantitative or mixed- method approaches. Keywords: science education, strategic framework, teacher experiences, video- based instruction