This study aims to investigate how teachers perceive and manage students' varying knowledge levels in ecology education at the secondary school level. Through qualitative interviews with four experienced teachers, the study explores the strategies used to adapt teaching and the challenges that arise in this context. The results show that students' prior knowledge in ecology varies significantly, affecting the effectiveness of teaching and the teachers' ability to meet each student's individual needs. The teachers employ a range of adaptive methods, such as oral explanations, visual aids, and differentiated assignments, but time constraints, large class sizes,and limited resources present significant obstacles. The study highlights the importance of a pedagogical practice where the student's prior knowledge and social context play a central role in the learning process. The study's limitations, such as a small sample size and short interview durations, mean that the results cannot be generalized. However, valuable insights emerged into how teachers work to support students' knowledge development in ecology. To better address all students' needs in teaching, teachers recommend reduced class sizes, increased resource allocation, and further developed pedagogical strategies. Such strategies include ability grouping, team teaching, and extended planning time.
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