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All Journal Journal of Education and Learning (EduLearn)
Ramil B. Arante
Caraga State University Cabadbaran Campus
Humanities Education Library & Information Science Social Sciences Other

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Factors in sustaining online learning: insights from a Philippine higher education Ramil B. Arante; Mildred B. Benitez; Cheela Mae C. Castro
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.26259

Abstract

The COVID-19 pandemic accelerated the adoption of online learning worldwide, yet it also revealed enduring challenges in infrastructure, pedagogy, and institutional capacity, particularly in developing contexts. In the Philippines, these difficulties are amplified by socio-economic inequalities and inconsistent educational support. This study examined the implementation of online learning at Caraga State University-Cabadbaran Campus, by integrating teacher and student perspectives. A single-case study with an embedded quantitative design was employed, utilizing a validated questionnaire administered to 200 teachers and 500 students. Descriptive statistics were used to analyze responses across three dimensions: technological readiness, pedagogical adaptation, and institutional support. Results indicated that unreliable internet connectivity and limited device access were the most critical barriers, while pedagogical challenges included difficulties in adapting teaching strategies, sustaining engagement, and ensuring reliable assessments. Both teachers and students highlighted the importance of continuous digital literacy training, but perceived institutional support as inconsistent, characterized by unclear policies, limited resources, and inadequate technical assistance. Teachers expressed cautious optimism about hybrid models, while students were more hesitant and less certain of their effectiveness. The study concludes that sustainable online learning requires holistic interventions, including infrastructure investment, capacity-building programs, and equity-driven institutional policies to strengthen resilience and inclusivity in higher education.
Needs of learners with disability: inputs in promoting inclusive education John O. Estillore; Ramil B. Arante
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23807

Abstract

This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.
Co-Authors Cheela Mae C. Castro John O. Estillore Mildred B. Benitez