Beyond Classroom Doors: Lived Experiences of Learners and Teachers in the Open High School Program

1. Introduction

Education is universally recognized as a fundamental human right and a key instrument for personal empowerment, social equity, and national progress. Despite global efforts to expand access to education, many learners, including those in the Philippines continue to face barriers that prevent them from participating in traditional schooling (UNESCO, 2024). Challenges such as poverty, geographical isolation, and family responsibilities often limit their ability to engage in regular classroom-based learning. In response to these challenges, the Department of Education in the Philippines introduced different Alternative Delivery Modes (ADMs) which provide flexible educational pathways that align with the formal curriculum. One of these ADMs is the Open High School Program.

Emphasizing on independent learning, flexible schedules, and extended duration, the Open High School Program makes education accessible to secondary learners facing personal and academic challenges (Yano & Gallego, 2025). Unlike other ADMs with structured formats and defined target clients, OHSP caters to those unable to complete secondary education due to various barriers. These barriers include time constraints, geographical limitations and personal issues (Castino & Colastre, 2024).

Republic Act No. 10655, otherwise known as the Open High School System Act, institutionalizes the Open High School Program within the national education framework. It mandates its implementation to make secondary education accessible to those unable to attend formal classes. The program aims to reduce dropout rates, ensure inclusivity and provide quality education to all Filipino learners.

The Open High School Program is designed to address high dropout rates, educational exclusion, and limited access to quality education in the country. However, despite its promising objectives, several barriers hinder the full realization of its goals. These challenges include inadequate learning materials, limited training and capacity-building, and weak program management and advocacy (Yano & Gallego, 2025). They also involve the lack of formal assessment, learner motivation, and parental involvement in an open learning environment (Cruz & Vargas, 2021).

Despite its pilot implementation in 2006 and institutionalization in 2014, significant gaps still persist. As of the latest data from the Philippine Statistics Authority (2024), about 10.7 million were identified as out-of-school children and youth. The most common reasons why children and youth are out of school include marriage or financial responsibilities, financial difficulties, employment and illness or disability (Department of Education, 2019).

Addressing these barriers and providing flexible learning opportunities are the main reasons why the Open High School Program was established. However, limited studies have explored how learners and teachers actually experience the program in their daily realities. Understanding these experiences is essential in identifying the program’s strengths, challenges, and realities beyond statistical reports.

In the Province of Misamis Occidental, Open High School Program has become an important pathway for learners facing barriers to completing secondary education. Hence, this study explored the lived experiences of learners and teachers in the Open High School Program in Misamis Occidental. It aimed to gain deeper insights into the opportunities and struggles that shape their educational journey.

1.1 Conceptual Framework

Developed by Daniel Stufflebeam (2003), the Context, Input, Process, and Product (CIPP) Evaluation Model is a comprehensive framework that assesses programs, projects, and systems. It is used to examine the needs, resources, implementation, and outcomes of a program. Context evaluation examines the conditions, problems, and needs that justify the program’s implementation. Input evaluation focuses on the resources, plans and support systems necessary for effective implementation. Meanwhile, Process evaluation assesses how the program is implemented, including its practices and operational challenges. Product evaluation, on the other hand, determines the outcomes and contributions of the program to its stakeholders.

In this study, the Context dimension refers to the realities and barriers experienced by learners and teachers in the Open High School Program. These include socioeconomic challenges, personal responsibilities, accessibility concerns, and the need for flexible learning options. On the other hand, the Input dimension covers the resources and support systems necessary for program delivery. These include learning materials, teacher preparedness, instructional support, school facilities, learner support, and administrative assistance.

Meanwhile, the Process Evaluation pertains to the actual implementation and delivery of the Open High School Program. It includes teaching-learning practices, monitoring and assessment, communication between teachers and learners. Additionally, it considers the program management and the challenges encountered during implementation. Lastly, the Product Evaluation refers to the outcomes and meanings derived from participation in the program. These include educational access, learner empowerment, resilience, academic continuity and personal growth. It also looks into the perceived contributions of the program to the participants’ lives.

Guided by these dimensions, the study explored how learners and teachers experience and interpret their educational journey within the Open High School Program. Instead of quantitatively measuring the effectiveness of the program, the framework emphasizes the participants’ lived experiences in the program. It highlights the struggles, coping mechanisms, opportunities, and support systems that shape their educational journey.

2. Methodology

This study employed a qualitative research design using the Interpretative Phenomenological Analysis (IPA) approach. IPA is a qualitative approach aims to explore and interpret how individuals make sense of their lived experiences. Using this approach in the study is appropriate because it focuses on understanding the personal meanings, perceptions and experiences of learners and teachers involved in the Open High School Program. Through IPA, the study examined how participants interpreted the opportunities, struggles, coping mechanisms, and support systems encountered in their educational journey within the program.

Purposive sampling was applied in selecting participants. A small sample size was deemed appropriate for this study because only six schools in the province were implementing the Open High School Program during the conduct of the study. The inclusion criteria for learners included active or previous participation in the OHSP and willingness to share their experiences. For teachers, participants were selected based on their experience on directly handling and supporting OHSP learners.

The primary instrument used in the study was a semi-structured interview guide. It contained developmental questions designed to elicit participants’ experiences and insights on their participation in the Open High School Program. The interview questions were aligned with the objective of the study and the dimensions of the CIPP Evaluation Model. Follow-up and probing questions were also utilized to encourage participants to elaborate their responses.

To ensure content validity, the interview guide was reviewed by experts in qualitative research and educational management. Revisions were made based on their comments and suggestions to improve the clarity, relevance, and appropriateness of the questions.

Data were gathered through in-depth semi-structured interviews. With participants’ permission, these interviews were audio-recorded. Field notes were also taken to capture non-verbal cues and important observations during the interview process.

The gathered data were analyzed using Braun and Clarke’s Six-Phase Thematic Analysis. Audio recorded interviews were transcribed verbatim to ensure accuracy of the participants’ responses. Following Braun and Clarke’s Thematic Analysis procedure, familiarization with the data was achieved through repeated examination of the transcripts. Initial codes were generated by identifying significant statements, recurring ideas. These codes also include meaningful experiences shared by the participants. Related codes were then organized and clustered to develop emerging themes.

The identified themes were subsequently reviewed and clearly defined to ensure accurate representation of participants’ narratives. The final themes were interpreted in relation to the objectives of the study and the CIPP Evaluation Model. Thematic analysis facilitated the identification of patterns and meanings reflected in the participants’ lived experiences.

To ensure the trustworthiness of the study, the researcher observed the criteria of credibility, transferability, dependability, and confirmability.

3. Results

The phenomenological inquiry into the lived experiences of learners and teachers in the Open High School Program in Misamis Occidental revealed a complex educational landscape shaped by opportunities, challenges, and support systems. Utilizing Braun and Clarke’s Six-Phase Thematic Analysis, the study illuminated the personal meanings, struggles, coping mechanisms, and educational realities encountered by participants of the program.

3.1 Inclusive Access Amid Structural and Social Barriers

Open High School Program served as an important second-chance educational pathway for learners experiencing interrupted schooling due to life circumstances. These circumstances include health conditions, pregnancy, employment, and financial difficulties. Participants viewed the program as a lifeline that enabled them to continue their education despite the barriers that limited participation in conventional schooling. The findings further showed that learners faced not only economic and institutional barriers. They also met challenges such as social stigma, embarrassment, and fear of judgment particularly among teenage mothers and overage learners.

3.2 Inclusive Access Amid Structural and Social Barriers

Flexibility was the defining feature that enabled learners to continue their education despite personal challenges. Flexible schedules, modular learning arrangements and reduced dependence on daily face-to-face attendance allowed learners to manage their studies. However, the findings also showed that flexibility transferred significant responsibility to learners. Thus, requiring strong self-discipline, time management, focus, and motivation to complete academic requirements independently. Participants also reported difficulties balancing flexible learning with standardized academic expectations and deadlines. Likewise, teachers and coordinators also experienced challenges implementing learner-centered practices within systems that continued to prioritize uniform timelines and monitoring structures.

3.3 Learning Support and Resource Challenges in OHSP

Learners and teachers experienced significant challenges related to instructional delivery, limited learning support and inadequate resources within the Open High School Program. Participants described heavy reliance on modular and self-directed learning. This often requires learners to study independently with minimal teacher supervision and limited feedback. Learners also reported difficulties in understanding lessons due to unclear and insufficiently contextualized modules. Language barriers and limited face-to-face also add to this burden. In addition, participants expressed the need for more interactive and technology-supported instructional materials, such as video-based lessons. They also described the importance of increased teacher communication to improved understanding and engagement.

3.4 Systemic Constraints in Program Implementation and Teacher Capacity

Open High School Program was affected by systemic challenges related to teacher workload, limited support systems, inadequate training, and weak monitoring mechanisms. Participants reported that OHSP responsibilities were often treated as additional work beyond regular teaching duties. This results to workload overload and limited capacity to provide individualized learner support. Participants also described limited professional preparation for handling alternative delivery instruction. They also mentioned their experience with insufficient institutional support, and lack of incentives and formal recognition for their work in the program. In addition, gaps were identified in learner admission, screening, orientation, and readiness assessment processes.

3.5 Intersecting Academic, Socioeconomic, and Emotional Challenges

Learners in the Open High School Program experienced interconnected academic, socioeconomic, and emotional challenges that affected their participation and persistence in education. Participants described difficulties in understanding lessons independently. This is due to weak foundational knowledges, complex instructional languages, and limited instructional support within self-directed learning. Learners also struggled to balance education with financial instability, work responsibilities, health concerns and family obligations. Hence, resulting to exhaustion, delayed submissions, and inconsistent academic participation. Additionally, participants experienced emotional and psychological burdens such as loneliness, discouragement, loss of motivation, and self-doubt due to the isolated nature of modular learning.

3.6 Learner Resilience and Support Networks

Learner resilience and support networks played an important role in sustaining learners’ participation and completion of education within the Open High School Program. Despite experiencing difficulties, participants demonstrated persistence and determination to continue their studies. Teachers in OHSP were also described as approachable and understanding. Participants also explained how emotional supports and consistent follow-ups strengthened learners’ confidence and perseverance. Findings also showed that participants developed renewed hope, self-worth, and educational aspirations through the program. Several learners expressing intentions to pursue higher education. In addition, some participants became advocates of the program by encouraging other out-of-school youth and struggling learners to continue their education through OHSP.

4. Discussions

Findings suggest that the Open High School Program functions as an inclusive and socially responsive program for learners experiencing barriers to traditional class set-up. Flexible learning arrangements enabled learners to remain connected to education despite competing life circumstances. As stipulated by UNESCO (2017), inclusive education should accommodate diverse learner realities through flexible and accessible learning opportunities. These findings further indicate that educational disengagement among marginalized learners is not necessarily rooted in lack of interest in education. Rather, their circumstances make participation in traditional face-to-face schooling difficult. In addition, the program provides a psychologically safer and more supportive learning environment. Eliminating social stigma, embarrassment, judgment, and emotional insecurity particularly among teenage mothers and overage learners.

Social stigma and emotional insecurity contribute significantly to educational exclusion according to the findings. This is especially true among teenage mothers (Bermea et al., 2018) and overage learners (Webber, 2020) who experienced embarrassment and discrimination in conventional classroom settings. Marginalized learners frequently withdraw from formal schooling due to fear of ridicule and negative social labeling (Moensted, 2022). Despite adversities, participants continued to perceived education as a pathway toward dignity and self-improvement, reflecting resilience and persistence. As highlighted by Harrington (2017), flexible learning programs promote educational reintegration and empowerment among non-traditional learners.

However, while flexibility expanded educational access, the findings also indicate that it transferred greater responsibility to learners. Participants were expected to independently manage schedules and sustain motivation despite competing life demands. A study by Turan et al. (2022), found that learner success in flexible learning environments is correlated with self-regulation.

In line with Moore’s Transactional Distance Theory (2013), limited teacher-learner interaction may create psychological and communication gaps. These gaps contribute to uncertainty and disengagement in distance learning settings. Furthermore, tensions emerged between the learner-centered philosophy of OHSP and the rigid institutional structures governing deadlines, completion and monitoring systems. Best (2024) argued that alternative learning programs often remain influenced by traditional schooling structures despite policy shifts toward learner-centered education.

The findings also demonstrate that excessive reliance on modular learning created challenges in comprehension and engagement among learners. Limited teacher interaction reduced opportunities for clarification, feedback and scaffolding necessary for deeper understanding of lessons. As emphasized by the Social Constructivist Theory (1978), learning develops more effectively through guidance and social interaction. Academic difficulties were further intensified by weak foundational knowledge, language barriers, inadequate instructional materials, and limited digital resources.

Operational limitations also influenced program implementation. Excessive teacher workload, limited professional training, and insufficient incentives reduced teachers’ capacity to provide individualized learner guidance. Cachero et al. (2026), similarly found that workload overload and teacher burnout negatively affect learner support and program effectiveness. Likewise, weak admission and readiness assessments contributed to learner compliance-based participation rather than meaningful engagement. Open education programs require structured learner orientation, readiness assessment and continuous monitoring to support self-directed learning environments (Laubscher et al., 2026).

Learners’ challenges were multidimensional and interconnected. Despite these adversities, resilience among learners was strengthened through teacher encouragement, family support and accessible educational opportunities. Supportive social and institutional relationships enhance individuals’ capacity to adapt positively despite challenging circumstances. In sum, the findings indicate that OHSP contributes not only to educational access but also to the restoration of hope and future among marginalized learners.

5. Conclusion and Recommendation

Beyond providing access to education, OHSP contributes to the restoration of learners’ self-worth, resilience, motivation and future aspirations. However, the findings reveal that the effectiveness of the program remains constrained. Learners’ academic difficulties were intensified by weak foundational knowledges, language barriers, emotional burdens, and limited opportunities for guided instruction and interaction. These findings indicate that flexibility alone is insufficient to ensure meaningful learning participation and success among vulnerable learners.

Therefore, strengthening the implementation of OHSP requires comprehensive support systems that respond to the diverse realities and capacities of learners. Schools and educational authorities may strengthen teacher preparation through continuous professional development focused on flexible and learner-centered instruction. Improved instructional support systems, contextualized and interactive learning resources may also enhance learner engagement and understanding.

Regular teacher-learner consultations, and stronger monitoring and follow-up systems might also encourage learner resilience and participation. In addition, structured learner orientation, readiness assessment, and accountability mechanisms may help prepare learners for the demands of self-directed learning.

Findings further emphasize the importance of emotional support and institutional responsiveness in sustaining learner motivation and persistence. Open High School program should not merely function as an alternative delivery mode, but as a holistic and inclusive system. It promotes educational continuity and meaningful learning opportunities for marginalized learners.