Abstract
This study explores the lived experiences of Social Studies teachers working in remote, resource-deprived areas, focusing on the challenges they face and the adaptive strategies they employ to overcome these obstacles. Utilizing a qualitative phenomenological approach, the study analyzes in-depth responses from seven experienced Social Studies teachers who work in challenging environments where limited access to teaching materials, technology, and professional development opportunities significantly impacts their instructional practices. Despite these constraints, the teachers exhibit remarkable resilience and resourcefulness, relying on local resources, community involvement, and creative pedagogical techniques such as group discussions, project-based learning, and field trips. The study reveals that, through these adaptive strategies, the teachers maintain the integrity of the Social Studies curriculum and foster student engagement and motivation. The findings highlight the importance of self-efficacy and professional beliefs in shaping the teachers' approaches and how their confidence has grown over time, enabling them to refine their teaching strategies to better meet students' needs. In general, the experiences of these teachers underscore the significance of adaptability, resilience, and a commitment to student success in overcoming resource limitations.
