College Students' Experiences of Learning Evolution and Negotiating Science and Belief in a Culturally Diverse Philippine Context

<title>Abstract</title> <p>Evolution remains one of the most conceptually difficult and socially sensitive topics in biology education, particularly in culturally and religiously diverse contexts where scientific explanations may intersect with students’ personal belief systems. This study explored college students’ experiences in learning evolution within a culturally diverse Philippine context, particularly in Mindanao. Anchored in Conceptual Change Theory and informed by Cognitive Dissonance Theory, the study employed a qualitative descriptive design involving twenty-seven Bachelor of Secondary Education major in Biology students from a state university in Mindanao. Data were collected through an open-ended questionnaire and analyzed using thematic analysis. The findings revealed that students viewed evolution as both intellectually meaningful and academically challenging due to abstract scientific concepts and misconceptions related to evolutionary processes. Several participants experienced tensions between scientific explanations and personal or religious beliefs, particularly regarding human origins and creation. However, many students attempted to negotiate or reconcile science and belief by distinguishing scientific understanding from matters of faith and remaining open to evidence-based reasoning. The findings also highlighted the importance of classroom discussions, evidence-based activities, collaborative learning, and culturally respectful teaching approaches in supporting students’ understanding of evolution. The study contributes to higher education science teaching by emphasizing the value of culturally responsive and inclusive instructional practices that promote scientific literacy, critical thinking, respectful dialogue, and meaningful engagement with evolution education in culturally diverse learning environments.</p>