Exploring the Lived Experiences of Working Students Studying on the Alternative Learning System (ALS) Program at South District of General Santos City
DOI:
https://doi.org/10.67903/ijroms0305Keywords:
Alternative Learning System (ALS), Future Aspirations, Lived Experiences, Personal Growth, Sources of MotivationAbstract
Despite the growing implementation of the Alternative Learning System (ALS) in the Philippines, limited studies have explored the lived experiences of working learners, particularly how they sustain their education while balancing employment and other life responsibilities. This study explored the lived experiences of working learners enrolled in the Alternative Learning System (ALS) program in the South District of General Santos City. Specifically, it examined the sources of their strength and motivation, the experiences that made their daily efforts meaningful, the ways ALS contributed to their personal and professional growth, and how these experiences shaped their future aspirations. A qualitative phenomenological research design was employed to gain a deeper understanding of the participants' experiences. Eight (8) purposively selected working ALS learners from the South District of General Santos City participated in in-depth semi-structured interviews. The collected data were analyzed using thematic analysis to identify significant statements, formulate meanings, cluster related ideas, and generate emerging themes. The findings revealed that learners' persistence was sustained through the combined influence of family support, personal determination, future aspirations, institutional encouragement, and spiritual faith. Their daily efforts became meaningful through academic achievements, family relationships, personal resilience, and spiritual renewal. Participation in ALS contributed to personal growth, improved workplace competencies, increased self-confidence, and a clearer sense of life direction. Furthermore, balancing work and education strengthened rather than diminished their commitment to achieving long-term educational, career, and family goals. The study concludes that ALS serves as a transformative educational pathway that empowers working learners to overcome challenges, pursue meaningful life goals, and build a better future. These findings highlight the importance of strengthening learner-centered support systems, family engagement, community partnerships, and responsive educational interventions that address the realities and needs of working ALS learners.
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