A Comprehensive Analysis of Phenomenon-Based Learning with Scientific Literacy in Teaching and Learning Process for 21st Century Educational Demands

Abstract

The purpose of this study is to better understand a number of research questions by addressing them; how is phenomenon-based learning conceptualized and implemented in the teaching and learning process? What is the role of phenomenon-based learning in developing students’ scientific literacy? And third one was, how does the challenges and opportunities do educators face when integrating phenomenon-based learning to promote scientific literacy? Moreover, determine the study's focus more thoroughly in order to have more relevance through objectives; 1) to integrate phenomenon-based learning align with 21st-century educational demands, 2) To analyze the concept of phenomenon-based learning and scientific literacy goal within the context of 21st-century education, 3) To identify challenges in implementing phenomenon-based learning in science teaching and 4) To determine the implementing phenomenon-based learning in science teaching. The fifteen teachers were chosen at random using a random selection technique. Purposive sampling was used to choose the fifteen school teachers who participated in the sample size. Addressing structural, curricular, and professional development needs, schools can enhance the implementation of PhBL, ensuring it aligns with modern educational goals and equips students with scientific literacy, critical thinking skills, and the ability to tackle complex, real-world problems. Findings of the study was Teachers see PhBL as engaging and effective for science but challenging due to time, training, resources, exams, and student autonomy. Science fits PhBL well because of its experimentation, real-world relevance, and inquiry focus, though safety and logistics can be constraints. Students generally engage actively, develop critical thinking, and connect concepts to practice, especially with hands-on, collaborative, and technology-supported methods. Teachers remain whole-hearted about science teaching, highlighting its societal value, practical relevance, and encouragement. In last recommendation was administrative support should encourage school leadership to allocate time, resources, and recognition for teachers implementing PhBL, fostering a culture that values innovation in pedagogy and to achieving real-world relevance could be ensure phenomena chosen for investigation connect to current scientific, technological, and societal issues, fostering 21st-century skills such as problem-solving, critical thinking, and innovation.