Classroom Voices: Teachers and Educational Memes

This study examined the lived experiences of teachers integrating educational memes into their instructional practices. Employing a descriptive phenomenology research design, the researchers conducted semi-structured interviews with seven (7) secondary teachers from the Division of Siquijor, selected through purposive sampling. Data were analyzed using Colaizzi’s seven-step method to extract core meanings from the participants’ descriptions. Three emergent themes developed: (1) From Scroll to School, (2) Meme-ingful Pedagogy, and (3) Memes in Motion. Findings indicated that when intentionally aligned with pedagogy, educational memes function as flexible, multimodal instructional scaffolds that enhance engagement, simplify complex concepts, support retention, and foster creativity, critical thinking, and real-world application by bridging students’ digital culture with classroom learning. The study recommended capacity-building initiatives for teachers on responsible digital content use and strategic alignment of memes with learning competencies, while future research should employ experimental and comparative designs to examine learning outcomes across subjects and grade levels. By capturing teachers’ lived experiences, this study contributed to a deeper understanding of digital content integration and informed innovative instructional practices that utilized memes to enhance learning in contemporary classrooms.