Digital Innovations in Science Education in the Philippines: A
Scoping Review of Teaching Practices and Tools
Jade C. Colegado
Malaybalay City, Bukidnon, Philippines
Received: 28 August 2025; Accepted: 03 September 2025; Published: 16 September 2025
ABSTRACT
This scoping review examined digital innovations in Philippine K–12 science education during and after the
COVID-19 pandemic. Guided by the PRISMA-ScR framework, 37 peer-reviewed studies published between
2020 and mid-2025 were systematically analyzed through thematic synthesis guided by defined inclusion
and exclusion criteria. The analysis found that teachers relied heavily on accessible platforms such as
Messenger, Google Meet, Zoom, and Canva, while learning management systems like Google Classroom
and Quipper provided structure for content delivery and assessment. Locally developed innovations,
including gamified applications, virtual laboratories, simulation-based modules, and home-based
experiments, were also integrated to support conceptual mastery. These tools were embedded in pedagogical
approaches such as flipped classrooms, online collaborative learning, and inquiry-based strategies, which
improved engagement and flexibility but also raised concerns between simplifying content for accessibility
and sustaining scientific accuracy. Reported benefits included strong motivation, participation, and self-
efficacy, though evidence was often short-term and context-specific. Persistent challenges such as poor
connectivity, unequal device access, and limited teacher preparation constrain effectiveness, particularly in
rural and underserved schools. Findings highlight the need for sustained professional development in digital
pedagogy, targeted infrastructure investment, and scaling of locally relevant content if digital instruction
becomes not only an alternative solution during crisis but a pathway toward long-term equity and innovation
in Philippine science education.
Keywords: digital science instruction, scoping review, educational technology, Philippine education,
blended learning
INTRODUCTION
The digital transformation of education has significantly reshaped how science is taught and learned,
particularly during and after the COVID-19 pandemic. In the Philippines, the sudden shift to remote and
blended learning compelled science educators to utilize digital tools such as Facebook Messenger, Google
Meet, PowerPoint, and Canva into their instructional practices (Abareta & Prudente, 2025; Rivera, 2024).
While these platforms enabled instructional continuity through asynchronous access, real-time engagement,
and flexible lesson delivery, their use also raises questions about how digital modalities align with the
demands of science education, where experimentation, inquiry, and hands-on learning are central. In a
digitally unequal structure like that in the Philippines, the reliance on such tools highlights concerns between
accessibility and the integrity of scientific learning practices.
Yet the growing body of literature on digital learning in Philippine education remains fragmented,
particularly with respect to K–12 science. Many existing studies concentrate on higher education or general
online learning environments (Yeung et al., 2021; Momani et al., 2023), leaving limited insight into science-
specific innovations in basic education. Systemic barriers like unequal access to devices, poor internet
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