Learning beyond barriers: A phenomenological study towards an intervention framework for the junior high open high school program

This study explores the lived experiences, challenges, strengths, and areas for improvement of the Junior High Open High School Program (OHSP) in the Sta. Fe-San Jose District through a phenomenological approach. By capturing the perspectives of both learners and teachers, the study sheds light on the program’s ability to provide inclusive and flexible educational opportunities while addressing systemic barriers faced by marginalized populations. Thematic analysis revealed three major themes for both learners and teachers: challenges and hindrances, strengths and benefits, and areas for improvement. Learners highlighted financial struggles, logistical issues, and personal responsibilities as key challenges, while teachers emphasized the lack of incentives, insufficient training, and limited resources. Despite these challenges, both groups demonstrated resilience and determination. Learners valued the program’s flexibility, which enabled them to balance education with work and personal responsibilities, while teachers found fulfillment in supporting students’ progress and commended the program’s inclusivity. However, critical areas for improvement were identified, including the need for financial assistance, specialized training for teachers, improved learning materials, and enhanced institutional support. The findings align with relevant literature, emphasizing the importance of systemic reforms, capacity-building initiatives, and tailored interventions to enhance the program’s impact. This study concludes that while the OHSP has made significant strides in addressing educational gaps, its full potential can be realized through sustained efforts to improve institutional resources, foster teacher development, and provide learners with equitable support. The study’s implications extend to educational policy, practice, and management, advocating for collaborative approaches among stakeholders to ensure the program’s sustainability and effectiveness. Ultimately, the OHSP serves as a transformative model for addressing the educational needs of underserved populations, contributing to broader goals of equity and community development.