This study’s goal was to learn more about and document teachers’ experiences in Ompundja Circuit in Namibia’s Oshana region as they implemented the revised biology curriculum. The following main question was used to guide the study: What are the teachers’ challenges and experiences when implementing the Biology revised education curriculum in Ompundja Circuit? This study employed an interpretivism methodology to interpret its components and incorporate multiple perspectives. A qualitative research approach was chosen to delve into the deeper meanings and significance of human behavior and experiences. The research design used was a descriptive case study, focusing on a specific occurrence and conducting an in-depth analysis with hypotheses and research objectives. In this study, the population consisted of all schools offering Biology and all Secondary Biology teachers in the Ompundja circuit. Sampling involves selecting a representative portion of the population. For this study, a purposive sampling strategy was employed to select the participants of this study. Fifteen Biology teachers were purposively selected from five secondary schools in the Ompundja Circuit based on their proximity to the researcher, availability, experience, subject taught, and positions held. Semi-structured face-to-face interviews were conducted using interview schedules, allowing for the collection of a substantial amount of relevant data. The collected data underwent qualitative analysis, which involved transcription and coding to identify and analyze themes within the data. The findings revealed that the neediest schools are not receiving prioritized support, and the allocated funds do not align with their specific needs, especially for Biology equipment and materials, including the implementation of the revised Biology curriculum. Moreover, the lack of teacher competency and lack of Biology exposure especially to practical works demotivates students to study and understand Biology due to students’ insufficient background knowledge of the subject. And finally, teachers avoid using ICT in their teaching of Biology due to a lack of ICT abilities. Lack of trust, on the other hand, was also a major impediment to the integration of Biology teaching education. To address these issues, several recommendations were proposed. These include reevaluating the allocation criteria to prioritize the neediest schools, aligning funds with their specific requirements, and providing additional support through financial assistance,
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