Asian Journal of Education and Social Studies

This qualitative study explores the role of laboratory facilities in supporting science learning at the pre-secondary level in Uailili, Baucau Timor-Leste. The study aims to examine how laboratory facilities contribute to students’ understanding and engagement in science learning. The research design adopted is qualitative with a descriptive approach, conducted at EBC Pre-Secondary School in Uailili from February to May 2025. Data were collected through semi-structured interviews with one science teacher, the school director, and 16 students from Grades 7–9, as well as through document analysis of lesson plans and laboratory materials. Purposive sampling was used to select participants, and member checking was applied to ensure data validity. Data were analyzed using a thematic analysis approach following an inductive process. The findings reveal that laboratory facilities though limited play a significant role in promoting students’ active participation, motivation, and conceptual understanding in science. Teachers’ creativity in utilizing local materials compensates for inadequate facilities, fostering hands-on learning experiences. However, challenges such as insufficient equipment, space constraints, and limited teacher training hinder effective implementation. The study concludes that improving laboratory resources and teacher support is essential to enhance science learning outcomes in resource-limited contexts like Timor-Leste.