Assessment on the capability of criminology educators handling Forensic Science subjects in the First District of Northern Samar

Aim: This study aimed to assess the capability of criminology educators handling forensic science subjects in the First District of Northern Samar, focusing on their professional status, instructional capability, and challenges encountered in delivering forensic science instruction. Methodology:The study employed a convergent mixed-methods research design.Quantitative data were gathered through a descriptive-correlational survey administered to fourth-year Bachelor of Science in Criminology students, while qualitative data were obtained through structured interviews with criminology educators handling forensic science subjects.Data were analyzed using frequency and percentage distribution, weighted mean, Pearson productmoment correlation, independent-samples t-test, and thematic analysis.Results: Findings revealed that criminology educators demonstrated adequate pedagogical competence but only a moderate level of technical proficiency in forensic laboratory applications and industry-related experience.Significant relationships were found between educators' forensic specialization and training and their instructional capability, while years of teaching experience showed no significant association.Major challenges identified included limited access to specialized forensic training, inadequate laboratory facilities, and insufficient institutional support. Conclusion:The study concludes that while criminology educators possess foundational teaching competencies, gaps remain in technical and practical forensic expertise.Addressing these gaps through structured faculty development, specialized forensic training, and enhanced institutional support is essential to improving the quality and effectiveness of forensic science instruction and ensuring the professional readiness of criminology graduates.