This study aims to investigate the reality of teaching Natural and Life Sciences in light of the competency-based approach, from the perspective of middle school teachers, specifically fourth-year middle school teachers. The study seeks to assess the extent to which this approach is compatible with the nature of the subject, in addition to identifying the main difficulties faced by teachers during the teaching process and proposing appropriate solutions to overcome them. Given the nature of the topic, the descriptive method was adopted as it is suitable for educational research. A semi-structured interview tool was used to collect field data, which was applied to a sample of fourth-year middle school teachers in the second district under the Inspectorate of Natural and Life Sciences in the Wilaya of In Salah. The results of the study revealed that teaching according to the competency-based approach is largely effective and positive in the subject of Natural and Life Sciences, as students demonstrated an ability to comprehend lessons within this pedagogical framework. However, the study also revealed a number of challenges faced by both teachers and learners, most notably: the limited availability of practical activities, the insufficiency of the allocated time for the subject, and the continued reliance on traditional teaching methods alongside the absence of educational technology integration. The study recommends reconsidering the time planning of the curriculum, increasing the number of practical activities, and enhancing the use of technological tools to support the teaching and learning process.

Didactics, Teaching Natural and Life Sciences, Competency-Based Approach.