DefinePK

Abstract

This study explores the key challenges in teaching practices within university-level science education, emphasizing the complex relationship between teachers’ content knowledge and classroom implementation. Despite widespread support for inquiry-based and constructivist reforms aimed at fostering critical thinking and problem-solving skills, the transition from traditional teaching methods remains slow. Challenges include misconceptions about inquiry-based learning, the influence of teachers’ beliefs and values, and systemic barriers such as limited resources, professional development, and institutional support. Faculty also face difficulties adapting to digital technologies and balancing multiple roles, compounded by concerns about academic integrity in the era of AI. Through a quantitative survey of 100 university science educators, this research identifies critical obstacles related to pedagogy, classroom management, and future readiness. The findings highlight the urgent need for targeted faculty training, collaborative practices, and flexible teaching models. Incorporating emerging technologies thoughtfully can offer new pathways to enhance science education and align it with evolving educational demands.