Assessing Blended Learning Readiness among ALS Senior High School Learners: Evidence from Bukidnon Province

This qualitative research study examined the blended learning readiness of Alternative Learning System (ALS) Senior High School learners in the Humanities and Social Sciences (HUMSS) strand at Impasugong National High School, Division of Bukidnon. As ALS SHS programs increasingly adopt flexible and technology-mediated learning modalities, understanding learners' preparedness for blended learning has become critical. The study explored readiness across four key domains: technological access, digital literacy, motivation and attitude, and learning environment. Focus group discussions, individual interviews, and document review was conducted to participants which included 84 ALS SHS learners. Data were analyzed thematically to identify patterns in learners' experiences and perceived readiness. Findings reveal that while learners demonstrate strong motivation and positive attitudes toward technology-enhanced learning, their overall readiness is constrained by inconsistent internet connectivity, limited access to personal digital devices, insufficient digital skills, and unconducive home learning environments. Socio-economic conditions and limited family support further affect learners' capacity to engage effectively in blended learning modalities. These results indicate that readiness for blended learning in ALS contexts is shaped not only by learner motivation but also by structural and environmental factors. The study recommends the institutionalization of localized digital literacy training, targeted infrastructure support, and strengthened community-based learning support systems to enhance blended learning readiness among ALS SHS learners.