Judy Ann S. Dumagday and Romeo C. Narcilla (Authors)
This study explored the engagement and learning experiences of students in Livelihood and Technology Education (LTE) within hybrid learning environments in selected rural schools in SOCKSARGEN. Using a qualitative phenomenological approach, thirteen (13) LTE graduates were purposively selected as participants. Data was gathered through semi-structured interviews and analyzed using thematic analysis. Five major themes emerged: challenges in practical application, the dual role of technology, factors influencing engagement, experiential learning preferences, and improvement needs. Results showed that while students appreciated the flexibility of hybrid learning, they faced barriers such as limited resources and unstable connectivity. The study concluded that addressing technological gaps, enhancing teacher training, and improving learning facilities are critical to strengthening hybrid LTE delivery. Strengthening school-community partnerships and blended instructional strategies can help provide meaningful and effective learning experiences for students.
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Keywords: Hybrid Learning, Student Engagement, Livelihood and Technology Education, Rural Education, Technical-Vocational Learning