<![CDATA[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.]]>
