Lived experiences of non-specialized criminology instructors handling forensic sciences courses

This study explores the lived experiences of non-specialized criminology instructors who teach forensic sciences courses at higher education institutions. With forensic science becoming an increasingly essential component of criminology curricula, the role of instructors without formal specialization in the field is a critical area of inquiry. The research utilizes a qualitative approach and collaizzi method employing in-depth interviews and participant observations to gather insights into the challenges and strategies these instructors employ. The findings reveal seven (7) emergent themes including Ethical Teaching Practices, Barriers to Practical Forensic Training, Forensic Education Gaps, Stress and Knowledge Gaps in Teaching, Adaptive Teaching Strategies in Forensic Science Education, Hands-on Skill Development Constraints, Blending Digital and Expert Knowledge in Teaching. Range of experiences, including struggles with the lack of specialized knowledge, the need for continuous professional development, and the reliance on collaboration with experts in the field. Despite these challenges, many instructors highlight their adaptability, creativity, and dedication to providing students with a comprehensive understanding of forensic science. The study contributes to a deeper understanding of the intersection between criminology education and forensic science instruction, emphasizing the need for institutional support and resources to enhance the teaching effectiveness of non-specialized instructors. Recommendations for curriculum development and faculty training are also discussed.