<![CDATA[Procrastination is a persistent challenge among Generation Z adolescents navigating distraction-rich digital environments. This community service program aimed to strengthen knowledge of procrastination and self-management strategies and support their practical application among teen leaders of the GKI Gejayan Youth Commission. Forty participants completed a four-phase program comprising qualitative needs assessment and socialization, on-site training, mentored practice, and evaluation. The instructional design integrated Kolb's Experiential Learning framework with selected learner-centered principles adapted from Knowles' andragogical approach, while evaluation was organized using Kirkpatrick's Four-Level Model. A paired-sample t-test showed a statistically significant increase in self-management knowledge from pre-test (M = 70.00, SD = 12.50) to post-test (M = 80.00, SD = 11.80), t(39) = 7.44, p < .001, d = 1.18. Participant satisfaction was high for both training content (M = 4.80/5) and facilitators (M = 4.82/5). Exploratory qualitative findings from task journals, self-reports, observations, and partner feedback suggested greater awareness of procrastination triggers, application of selected self-management strategies, and favorable changes in aspects of ministry coordination. Because these behavioral and team-level outcomes were not assessed using standardized pre-post measures, they were interpreted descriptively. Overall, the program demonstrated significant knowledge gains and preliminary evidence of strategy application, supporting the feasibility of experiential self-management training in a faith-based youth-community setting.]]>
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