Abstract
Background: Science literacy (SL) drives national development and global competitiveness. Yet rural teachers in South Africa’s Eastern Cape province struggle to build scientific understanding among learners. Only 23% of Grade 9 learners achieve basic science proficiency, with resource constraints and geographical isolation deepening this gap.
Aim: This study examines support mechanisms for science teachers in rural Eastern Cape districts and develops a contextually responsive framework to enhance SL in resource-constrained schools.
Setting: The study was conducted in rural schools across the Eastern Cape province, South Africa, a predominantly rural region with distinct science education challenges and limited resources.
Methods: A pragmatic paradigm guided a sequential explanatory mixed-methods design. The study included 60 Grade 9 science teachers, of whom 10 participated in the qualitative phase. Data were collected through questionnaires, semi-structured interviews, classroom observations, and focus group discussions. Descriptive statistics and correlation analyses addressed the quantitative data; thematic analysis addressed the qualitative data.
Results: While 73% of teachers held appropriate qualifications, only 45% received specialised SL training. Structured support systems led to a 23% increase in learner engagement and a 17% improvement in assessment performance.
Conclusion: Structured teacher support improves SL outcomes in rural schools. Evidence-based, contextually responsive strategies challenge deficit narratives and carry clear implications for educational policy, professional development, and resource allocation.
Contribution: This article offers a contextually responsive framework for rural science teachers in South Africa and comparable global settings. It bridges traditional knowledge and modern pedagogy, providing replicable, evidence-based strategies for under-resourced educational environments.
Keywords: science literacy; rural education; teacher support; science teaching practice; Eastern Cape.
Introduction
In an era where scientific literacy fundamentally shapes national development and global competitiveness, South Africa grapples with significant challenges in science education, particularly in its rural districts. The Third International Mathematics and Science Study by Pertiwi and Wahidin reports a concerning reality: South African learners consistently perform below international averages in science, with rural schools facing even more pronounced challenges (Fakoyede, Babalola & Akomolafe 2026; Pertiwi & Wahidin 2020; Simba, Hussein & Mwogosi 2026). This disparity becomes particularly evident in the Eastern Cape province, where resource constraints, geographical isolation, and socio-economic factors compound the complexities of delivering quality science education.
Science literacy (SL) transcends traditional content knowledge, encompassing the ability to engage with scientific concepts, apply critical thinking, and make informed decisions in an increasingly technology-driven world (Vorsah & Oginni 2025). Global research consistently demonstrates that nations with scientifically literate populations exhibit higher levels of innovation, economic growth, and international competitiveness (Cagle, Anderson & Kelp 2025). However, the journey towards achieving this literacy, particularly in resource-constrained environments, remains a formidable challenge for teachers, especially those in rural districts.
Within the African context, various nations have implemented initiatives to enhance SL, yielding diverse outcomes. Kenya’s Science, Technology, Engineering, Mathematics (STEM) education reform (Makoba & Odhiambo 2022) and Nigeria’s Science Education Project (Asuquo-Ekpo 2024) provide valuable insights into addressing similar challenges. Nevertheless, South Africa’s unique post-apartheid educational landscape, particularly in rural areas, presents distinct challenges that demand contextualised solutions. The Eastern Cape province, characterised by its predominantly rural setting, faces unique obstacles in science education, with recent studies indicating that only 23% of Grade 9 learners achieve proficiency in basic scientific concepts (Mkhize 2023).
Supporting science teachers in rural contexts requires a nuanced understanding of local challenges and global best practices. The existing literature reveals a significant gap in research specifically addressing the support mechanisms needed for science teachers in rural Eastern Cape districts. While numerous studies have explored science education in urban contexts, the unique challenges rural teachers face in promoting SL remain understudied (Makoba & Odhiambo 2022; Tytler 2020). This research gap becomes particularly critical when considering the vital role these teachers play in shaping the scientific literacy of future generations. This study addresses a critical research gap by examining the support structures that enable science teachers in rural Eastern Cape districts to enhance their learners’ SL. This research aims to develop a practical and sustainable framework for supporting science teachers in rural contexts by comprehensively analysing current teaching practices, available resources, and existing support systems. The significance of this work extends beyond academic discourse, offering practical solutions to enhance SL in resource-constrained environments and contributing to evidence-based strategies for professional development.
The framework presented in this article bridges theoretical understanding with practical implementation, accounting for the unique challenges and opportunities in rural Eastern Cape districts. This research examines the strategies teachers use, the barriers they face, and the support they need to teach science effectively. The findings are directly relevant to teachers, administrators, and policymakers navigating similar challenges. More broadly, the study advances ongoing conversations in science education by offering insights grounded in practice and ready for action. Understanding and addressing these challenges is crucial for the Eastern Cape and similar rural contexts globally, as effective science education in rural areas requires a delicate balance between maintaining global standards of scientific literacy and adapting to local contexts (Abe & Chikoko 2020; Nemadziva, Sexton & Cole 2023).
Literature review and theoretical framework
The complex landscape of science education in rural contexts necessitates a comprehensive examination of existing literature through multiple theoretical lenses. This review synthesises current research on SL, rural education support systems, and teacher development frameworks, with particular attention to the unique challenges faced in developing countries and South Africa’s rural contexts.
Science literacy in contemporary education
Science literacy has evolved significantly from its initial conceptualisation as mere content knowledge to a more nuanced understanding encompassing scientific practices, cross-cutting concepts, and real-world applications (Osborne & Allchin 2025; Schwartz, Lederman & Enderle 2023). The current literature defines scientific literacy as the capacity to evaluate situations, develop inquiries, and reach conclusions grounded in scientific knowledge and evidence (Yanto, Sari & Yahya 2025). While traditional approaches emphasise factual recall and procedural knowledge, contemporary frameworks advocate for a more holistic understanding that includes critical thinking, problem-solving, and socio-scientific decision-making capabilities (Aristeidou & Herodotou 2020). However, Osborne (2023) challenges this contemporary view, arguing that foundational content knowledge should precede higher-order applications in resource-constrained environments. This tension between idealistic frameworks and practical constraints particularly resonates in rural South African contexts.
Rural education support systems
Research on rural education support systems reveals a complex interplay between geographical, socio-economic, and cultural factors. Studies in similar contexts, such as rural Australia (Murphy 2022) and rural India (Kumar, Choudhary & Singh 2024), have demonstrated that successful support frameworks must address pedagogical and contextual challenges. These studies highlight the importance of community engagement, resource optimisation, and culturally responsive teaching strategies. However, Mkhize (2023) presents a contrasting perspective, suggesting that over-emphasising contextual factors might inadvertently lower academic expectations and standards. The South African rural education landscape presents unique challenges shaped by historical inequities and current resource constraints. Recent studies by Sibanda et al. (2025) and Nemadziva (2023) indicate that while national policies advocate for standardised science education, implementation in rural districts faces four significant obstacles: (1) language barriers, (2) limited resources, (3) multigrade teaching, and (4) geographical isolation.
Figure 1 illustrates how these challenges converge, resulting in compromised quality of science education. This visual representation underscores the need for targeted interventions that address each barrier, ensuring that rural learners have equitable opportunities to succeed in science.
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FIGURE 1: Implementation setbacks in science education in rural areas. |
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Theoretical frameworks for teacher support
Contemporary theoretical frameworks for teacher support have primarily emerged from urban contexts, necessitating careful adaptation to rural settings. The Social Constructivist Framework for Teacher Development (Mishra 2023) emphasises collaborative learning and mentorship, while the Situated Learning Theory (Cobb & Bowers 1999) emphasises context-specific professional development. These frameworks, while valuable, often assume resources and connectivity that may not be available in rural Eastern Cape districts. This study aligns with several key principles of social constructivist theory (Mishra 2023). Firstly, Mentorship and Peer Collaboration highlight the importance of supportive networks for sharing best practices (Shen, Shi & Zhang 2026). Secondly, Experiential Learning promotes hands-on activities that actively engage students. Thirdly, Scaffolding and Support Systems emphasise the need for structured support to help students understand complex concepts (Pole & McGee 2025). Finally, Cultural and Contextual Adaptation ensures that teaching practices are inclusive and relevant to diverse student backgrounds (Guberina 2023). Together, these principles provide a comprehensive approach to enhancing science education.
Moreover, Affognon (2026) found that situated learning theory promotes effective teaching practices within specific contexts and emphasises mentorship through cognitive apprenticeship, in which experienced teachers guide new teachers. This approach fosters a community of practice, encouraging teachers to collaborate for shared learning and professional growth. Furthermore, the framework promotes genuine problem-solving by involving students with real-world scientific issues, thereby boosting critical thinking and making learning more meaningful. Collectively, these principles enhance the framework’s effectiveness in improving science teaching practices.
Despite extensive research on science education and teacher support, several critical gaps emerge in rural South African education. Firstly, while numerous studies examine SL development in urban settings, research specifically addressing rural contexts remains limited. Existing frameworks often fail to account for the unique challenges faced by rural teachers, particularly in post-apartheid South Africa (Nemadziva, Cole & Sexton 2025). Secondly, the intersection between traditional knowledge systems and modern science education in rural contexts remains underexplored. While some scholars advocate for complete integration (Kumar et al. 2024), others argue for maintaining distinct educational approaches (Abrahams 2025). Thirdly, existing literature primarily focuses on resource provision rather than sustainable support systems. As Gaigher et al. (2022) argue, merely providing resources without establishing sustainable support mechanisms often leads to temporary improvements rather than lasting change.
Recent research trends indicate a shift towards more integrated approaches to supporting science teachers. Studies by Schwartz et al. (2023) demonstrate the potential of hybrid support systems that combine traditional professional development with technology-enabled remote mentoring. However, critics such as Nemadziva et al. (2023) caution against over-reliance on technological solutions in areas with limited connectivity. The literature reveals a growing recognition of the need for contextualised support frameworks that acknowledge global science education standards and local realities. This study builds on these findings while addressing the identified gaps, primarily by developing sustainable support mechanisms for science teachers in rural Eastern Cape districts.
Research methods and design
This study employed a pragmatic paradigm, utilising a mixed-methods approach, to develop a comprehensive framework to support science teachers in rural Eastern Cape districts. The methodology was designed to capture the breadth and depth of teachers’ experiences, challenges, and support needs in promoting SL. This approach aligns with recent methodological trends in educational research that combine quantitative and qualitative data to understand complex educational phenomena (Creswell & Inoue 2024).
Research design and sampling
The study adopted a sequential explanatory mixed-methods design, combining quantitative and qualitative approaches to provide a holistic understanding of the support mechanisms needed for science teachers. This design choice was informed by the complex nature of rural educational contexts and the need to measure current practices and deeply understand teachers’ lived experiences. The sequential nature allowed findings from the quantitative phase to inform and refine the qualitative investigation, a strategy that has proven effective in similar educational research contexts (Hirose & Creswell 2022).
The research was conducted across rural schools in the Eastern Cape province, explicitly focusing on Grade 9 Natural Sciences teachers. A stratified random sampling technique was employed to select 30 schools across different rural districts, ensuring representation of diverse socio-economic contexts and geographic locations. The sample comprised 60 Grade 9 science teachers for the quantitative phase. Ten teachers from the main sample were purposively selected to participate in the qualitative phase to provide triangulation and deeper insight into the educational context. This sampling strategy aligns with recommendations for mixed-methods research in rural educational settings (Haynes-Brown 2025).
Data collection methods
Data collection methods are systematic approaches for gathering and measuring information relevant to a research question or goal (Haynes-Brown 2025). The data collection process occurred in three distinct phases, each building upon the previous to create a comprehensive understanding of the support needs of science teachers. In the first phase, quantitative data were collected through a comprehensive questionnaire administered to all 60 participating teachers. The instrument was designed to gather data on demographic information, current teaching strategies and practices, available support systems, perceived challenges and needs, and resource availability and utilisation. The questionnaire employed Likert-scale items and structured response options and was validated through pilot testing with experienced teachers in similar contexts.
The second phase involved in-depth, semi-structured interviews with a subset of 10 teachers, allowing for a detailed exploration of themes emerging from the quantitative data. These interviews, lasting approximately 50 min each, were conducted in settings chosen by the participants to ensure comfort and openness in their responses. The final phase comprised classroom observations, conducted over 2 weeks per school, focusing on teaching practices, resource utilisation, and teacher–learner interactions.
Data analysis
The analysis followed a systematic approach that integrated both quantitative and qualitative data. Quantitative data analysis was conducted using descriptive statistics and correlation analyses to identify patterns and relationships. Statistical significance testing was applied where appropriate to validate findings. The qualitative data underwent thematic analysis following Braun et al. (2024) six-phase approach. This process involved iterative coding, theme development, and pattern-matching across multiple data sources, resulting in a robust, comprehensive analysis of teachers’ experiences and needs.
Data presentation, analysis and interpretation
This section presents and interprets the findings from quantitative and qualitative data analyses, organised thematically to address the study’s primary focus on supporting science teachers in rural Eastern Cape districts. The integration of both data sets provides a comprehensive understanding of the current state of science education support and the framework requirements for enhancing SL.
Demographic profile of science teachers
The study involved 60 science teachers from rural Eastern Cape districts, representing diverse teaching experience and qualifications. Analysis revealed that 67% of participating teachers had more than 5 years of teaching experience, while 33% were relatively new to the profession. Notably, 73% of the teachers held appropriate science teaching qualifications, although only 45% had received specialised training in SL promotion within the past 3 years. This demographic profile highlights a significant gap in continuous professional development opportunities, particularly in rural contexts.
Figure 2 shows the grouped bar chart at the top, which compares teaching experience, science qualifications, and recent training, making the distribution easy to see at a glance. The doughnut chart summarises overall teacher readiness, while the table on the right provides exact numbers and percentages for each key metric.
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FIGURE 2: Science teachers demographic profile overview: (a) exact numbers and percentages; (b) overall teacher readiness (N = 60). |
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Ethical considerations
The study adhered to strict ethical guidelines, obtaining approval from the university’s ethics committee (Protocol No: FEDFREC 2549) and the Eastern Cape Department of Education. Informed consent was secured from all participants, with particular attention to ensuring confidentiality and anonymity in this close-knit rural context. The research design incorporated several measures to ensure trustworthiness, including methodological triangulation through multiple data sources, member checking of interview transcripts, and peer review of analysis procedures. Regular reflexivity practices were consistently maintained throughout the research process to acknowledge and address potential researcher bias.
Results
A sequential explanatory mixed methods design guided this study’s investigation into the support mechanisms available to science teachers in rural Eastern Cape districts. Quantitative data from structured questionnaires completed by 60 Grade 9 science teachers across 30 rural schools revealed high engagement in professional development (82%), district meetings (65%), and peer mentoring (43%). A strong positive correlation was observed between targeted training in resource optimisation and the frequency of practical science teaching (r = 0.72, p < 0.01). Schools with structured support systems reported a 23% increase in learner engagement and a 17% improvement in science assessment performance.
Qualitative data were collected through in-depth, semi-structured interviews with a purposive subsample of 10 teachers to deepen understanding. Following Braun et al. (2024), the six-phase approach of thematic analysis identified six major themes. Each theme is elaborated next with illustrative participant quotes, providing rich insight into teachers’ experiences.
Theme 1: Contextualised professional development
Teachers consistently emphasised the need for professional development tailored to the realities of rural teaching. Generic workshops were often perceived as insufficient, failing to address unique challenges such as limited resources and community-specific dynamics. Participant 1 explained:
‘We need mentors who understand our context and can guide us in using both traditional and modern teaching methods effectively in our resource-limited environment.’ (Participant 1, Female, 38 years old)
Participant 2 echoed this sentiment:
‘The workshops are helpful, but often too generic and do not address our specific challenges in rural schools. We need more contextualised support, considering our limited resources and unique community dynamics.’ (Participant 2, Male, 45 years old)
Theme 2: Resource optimisation and innovation
Resource scarcity prompted teachers to develop creative solutions for science instruction. Many described adapting and improvising with locally available materials, although this process was time-consuming and required additional support. Participant 10 shared:
‘We have learned to adapt and improvise with locally available materials, but this requires significant time and effort. A support framework must address resource provision and training in resource optimisation and alternative teaching methods.’ (Participant 10, Female, 30 years old)
Similarly, Participant 4 opined:
‘Some of us have developed creative ways to make do with what we have, like using everyday items for experiments, but we need more training on how to do this effectively.’ (Participant 4, Male, 34 years old)
Theme 3: Community integration and support
Strong community involvement emerged as a key factor in enhancing learner engagement and access to resources. Teachers highlighted the importance of building relationships with parents and local leaders. Participant 6 stated:
‘Our community plays a big role; when parents and local leaders are involved, students become more engaged and take science more seriously.’ (Participant 7, Male, 31 years old)
Participant 7 added:
‘Building strong relationships with community members helps us access local resources and creates a more supportive environment for science learning.’ (Participant 7, Male, 31 years old)
Theme 4: Technology integration challenges
Limited infrastructure and unreliable connectivity posed significant barriers to integrating technology into science teaching. Despite enthusiasm for digital tools, teachers found practical implementation challenging. Participant 5 remarked:
‘Internet connectivity is so unreliable that using technology in lessons is almost impossible most days.’ (Participant 5, Female, 52 years old)
Participant 8 further explained:
‘We are interested in using technology, but without proper infrastructure, it remains just a good idea rather than a practical tool.’ (Participant 8, Female, 48 years old)
Theme 5: Traditional knowledge integration
Blending indigenous knowledge with formal science curricula was seen as both a challenge and an opportunity. Teachers valued approaches that respected local culture and made science more relevant to learners. Participant 9 observed:
‘Incorporating local knowledge makes science more relevant to our learners; they see the connection between what they know and scientific concepts.’ (Participant 3, Female, 27 years old)
Participant 3 elaborated:
‘Blending traditional practices with modern science helps students understand and appreciate both worlds.’ (Participant 3, Female, 27 years old)
Theme 6: Mentorship and peer support
Mentorship and peer networks were highly valued, with teachers expressing a strong desire for structured support systems. These relationships provided practical guidance and fostered professional growth. Participant 2 emphasised:
‘Having mentors who understand our rural context and can guide us through practical challenges makes a huge difference.’ (Participant 2, Male, 45 years old)
Participant 5 added:
‘Peer support groups allow us to share ideas and solutions specifically suited to our environment.’ (Participant 5, Female, 52 years old)
In Table 1, ‘Contextualised professional development’ is the most frequently mentioned theme. This highlights teachers’ strong desire for training tailored to their unique rural context. ‘Community integration and support’ and ‘Mentorship and peer support’ also feature prominently, showing the importance of strong relationships and collaborative networks in these settings. By presenting Table 1, the analysis paints a vivid picture of what matters most to rural science teachers. This approach ensures that the findings are grounded in data and easy to interpret, guiding future efforts to provide meaningful support where it is needed most.
The integration of quantitative and qualitative findings underscores the importance of contextually relevant, sustainable support frameworks. Professional development, resource innovation, and community involvement are essential for advancing SL in rural schools. This layered approach ensures that both statistical trends and teachers’ lived experiences are fully represented, providing a robust foundation for future interventions.
Discussion
This section critically examines the key findings of our study within the broader context of science education support in rural settings, with a particular focus on their implications for enhancing SL in the Eastern Cape. The discussion integrates our findings with existing literature while highlighting novel contributions to the field.
Contextualising support mechanisms in rural science education
Our findings reveal a complex interplay between formal support structures and contextual challenges in rural Eastern Cape districts. The data demonstrate that 73% of teachers held appropriate qualifications, and only 45% received specialised training in SL promotion, aligning with Makoba and Odhiambo’s (2022) observations of a disconnect between qualifications and practical support for teaching in rural contexts. However, our study extends beyond this observation by identifying specific gaps in the support ecosystem, particularly regarding resource optimisation and contextual adaptation.
Despite resource constraints, teachers’ emerging innovative teaching practices challenge the deficit-focused narrative often associated with rural education. This finding resonates with the work of Abe and Chikoko (2020) on rural teacher resilience. However, it adds a crucial dimension: The importance of structured support systems that build upon existing teacher capabilities rather than attempting to replace them. Through the theoretical lens of social constructivist theory, as applied by Mishra (2023), the findings highlight that ongoing support from experienced teachers can boost novice teachers’ confidence and help them enhance their skills.
Integration of traditional and modern teaching approaches
A significant finding of our study is the successful integration of traditional knowledge systems with modern science teaching methods, particularly in schools where teachers received contextualised support. This integration challenges Osborne’s (2023) assertion that traditional and modern approaches should remain distinct. Instead, our data suggest that teachers can effectively bridge these pedagogical approaches when properly supported, creating more relevant and engaging science learning experiences.
The correlation between community integration and improved SL outcomes (r = 0.72, p < 0.01) provides empirical support for Aristeidou and Herodotou’s (2020) theoretical framework on community-based science education. However, our findings extend this understanding by demonstrating how structured support mechanisms can facilitate this integration more effectively.
Resource optimisation and sustainable support
Our analysis reveals that successful resource optimisation strategies emerge from a combination of formal support structures and informal teacher networks. This finding supports and extends Osborne and Allchin’s (2025) work on sustainable support systems in rural education. While Osborne and Allchin emphasised resource provision, our study demonstrates that effective support frameworks must focus on building teacher capacity to optimise available resources rather than merely providing additional materials. The data showing improved learner engagement (23% increase) and enhanced performance in science assessments (17% mean improvement) in schools with structured support systems provide concrete evidence of the framework’s potential impact. These results challenge Moodley and Thabo’s (2024) assertion that resource constraints inevitably lead to compromised learning outcomes.
Implications for policy and practice
The findings have several significant implications for educational policy and practice. Firstly, they suggest that support frameworks for rural science teachers must be contextually responsive while maintaining high SL standards. This challenges the one-size-fits-all approach often adopted in educational policymaking. Secondly, the success of community-integrated teaching approaches suggests a need to reconceptualise how we define and measure educational support in rural contexts. This aligns with recent international trends in rural education policy (Murphy 2022; Yanto et al. 2025) but provides specific, evidence-based guidelines for implementation in the South African context.
Limitations and future research directions
This study offers meaningful insights into support for science teachers in rural Eastern Cape districts, yet several limitations warrant acknowledgement. The geographical scope restricts generalisability. Rural schools across the Eastern Cape vary considerably, and the districts selected may not fully capture the breadth of rural education contexts in South Africa. Remote school accessibility posed practical challenges during data collection, potentially affecting the representativeness of the sample. The 1-year timeframe is a further constraint. Support interventions often produce gradual, cumulative effects, and a single year cannot adequately capture long-term outcomes on SL. This temporal limitation means the sustained impact of structured support systems remains largely unexplored within this study.
Data collection also faced minor methodological challenges. Language barriers occasionally arose during fieldwork, although translators were employed to reduce their effect. Time constraints during classroom observations may have limited the depth of the observational data gathered. These factors were carefully considered during analysis, and appropriate measures were taken to minimise distortion of the findings. Despite these constraints, the mixed-methods design provides a rigorous and context-sensitive foundation for understanding the support needs of science teachers. The combination of quantitative and qualitative procedures ensures the findings remain empirically grounded and practically relevant to the local context (Haynes-Brown 2025). Future research should pursue longitudinal designs and comparative studies across diverse rural contexts to test the transferability of the support mechanisms identified here.
Conclusion
This study establishes a transformative framework for supporting science teachers in resource-constrained rural districts of South Africa’s Eastern Cape, fundamentally challenging deficit-oriented approaches to science education. Through rigorous mixed-methods analysis across 30 schools, we demonstrate that contextualised support systems that leverage teacher ingenuity, integrate community knowledge, and prioritise pedagogical capacity over material provision significantly enhance SL outcomes. The documented 23% increase in learner engagement and 17% mean improvement in science assessments provide empirical validation for this paradigm shift.
Our findings make three pivotal contributions to science education in rural contexts. Firstly, they dismantle the persistent dichotomy between traditional and modern pedagogies, demonstrating that structured mentorship enables teachers to successfully bridge indigenous knowledge systems with formal science curricula. This integration fosters greater learner relevance and engagement. Secondly, they reframe resource constraints as catalysts for innovation: teachers transcend material limitations to create effective learning experiences when equipped with optimisation strategies through peer networks. Thirdly, they reposition communities as essential partners rather than passive beneficiaries, with the strong correlation between community integration and SL outcomes (r = 0.72, p < 0.01) underscoring this synergy.
These insights necessitate a significant reorientation of educational policy and practice. Support frameworks must transition from standardised interventions to context-responsive models that formalise community partnerships as educational infrastructure. Resource allocation should shift from commodity-focused distribution towards capability development programmes that train teachers in optimisation techniques. Crucially, professional development must integrate cultural bridging methodologies to activate the pedagogical potential of local knowledge systems.
While geographically focused on Eastern Cape districts, our framework offers transferable principles for rural STEM education globally. Future research should investigate longitudinal impacts across diverse settings, explore hybrid technology solutions to overcome connectivity barriers and examine scalability in comparable Global South contexts. Ultimately, this work affirms that effective science education in resource-constrained environments emerges not from compensating for perceived deficiencies but from strategically activating the latent potential within teachers and their communities.
Acknowledgements
Competing interests
The authors, Nomxolisi Mtsi and Joseph Baidoo, declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
CRediT authorship contribution
Nomxolisi Mtsi: Conceptualisation, Resources, Writing – original draft. Joseph Baidoo: Methodology, Visualisation, Writing – review & editing. All authors reviewed the article, contributed to the discussion of results, approved the final version for submission and publication, and take responsibility for the integrity of its findings.
Funding information
The authors received no financial support for the research, authorship, and/or publication of this article.
Data availability
The data that support the findings of this study are available from the corresponding author, Joseph Baidoo, upon reasonable request. The data are not publicly available because of ethical and confidentiality restrictions. All data were collected directly by the authors, and no publicly available datasets or repositories were used. Raw data underlying the figures can be made available to qualified researchers upon written request, subject to institutional review and approval and in accordance with participants’ confidentiality requirements.
Disclaimer
The views and opinions expressed in this article are those of the authors and are the product of professional research. They do not necessarily reflect the official policy or position of any affiliated institution, funder, agency, or that of the publisher. The authors are responsible for this article’s results, findings, and content.
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