Navigating Inclusive Curriculum Innovations of Field Studies in Science Education

Abstract

This study explores the challenges, coping strategies, and recommendations of inclusive curriculum innovations of field studies in science education. A single case study design was employed wherein participants purposely selected include science students enrolled in Field Study 1 (FS1) and Field Study 2 (FS2) concurrently within the same semester. Data were collected through semi-structured interviews via google forms triangulated using focus group discussions. Thematic analysis (Braun & Clarke, 2006) revealed key challenges, including heavy workload, time management difficulties, coordination issues, and limited access to technology. Despite these challenges, students adopted inclusive innovative coping strategies such as peer collaboration, digital organizational tools, reflective journaling, stress management practices, and mentor support. Participants recommended restructuring FS1 and FS2 scheduling, enhancing field exposure, and improving access to technology. These findings provide valuable insights for academic leaders, highlighting the need for inclusive curriculum innovations through redesigning   policy on concurrent field studies offering in science education, strengthen student support system, professional preparedness, and innovative teaching practices.