The use of YouTube as an educational resource has established itself as an emerging strategy for strengthening scientific literacy among secondary school students. This study aimed to analyze how the platform influences the understanding of scientific phenomena, motivation, and autonomous learning in public institutions in Lima. A qualitative approach with a phenomenological design was used, applying semi-structured interviews to science and technology teachers, an ICT specialist, and fifth-grade secondary school students. The data were organized into categories on teacher mediation, YouTube use, and the development of scientific skills. The results showed that teacher mediation is key to ensuring the relevance and rigor of content, while audiovisual resources facilitate the understanding of complex concepts and promote meaningful learning. In addition, YouTube promotes active participation, collaborative work, and student self-regulation, increasing their motivation toward science. However, challenges were identified, such as exposure to pseudoscientific content and the digital divide, which require quality pedagogical criteria and equity policies in access. It is concluded that YouTube is a strategic resource for science education, transforming teaching and learning processes into more dynamic, participatory, and motivating experiences, provided that it is integrated with teacher mediation and innovative pedagogical strategies.