Study on the Experiences of Students Enrolled in Programs Not of Their Own Choice: A Phenomenological Study

The choice of an academic program is an important educational decision that determines the students’ motivation, engagement and future career choices. However, many students enter academic programs that are not their first choice due to financial limitations, family influence, institutional constraints and program availability. This study explored the lived experiences of non-preferred course students of Monkayo College of Arts, Sciences and Technology (MonCAST). The paper examined their experiences, challenges, motivations, coping mechanisms and perceptions of engaging in programs that were not their first choice. A qualitative phenomenological research design was used. Eight college students were purposefully selected and interviewed using semi-structured interviews. Data was analysed using thematic analysis. The findings revealed five major themes: (1) emotional disruption following non-preferred enrolment, (2) academic adjustment and persistence in the face of uncertainty, (3) family as the primary source of motivation, (4) cultivating appreciation through adaptation and growth, and (5) resilience and future-oriented meaning-making. Participants began with disappointment, uncertainty and academic struggles but were able to continue with challenges through family support, personal determination and future goals. In the long term, the participants valued their programs as avenues for personal and professional development. The findings indicate that while there may be emotional and academic challenges associated with beginning enrolment in a non-preferred programme, students can successfully adapt using resilience, supportive relationships and meaningful future goals. The research contributes to the increasing literature on course incongruence and has implications for academic advising, guidance services and student support programs at higher education institutions.

non-preferred program enrollment, phenomenology, academic adjustment, resilience, student persistence, higher education

1. Allen, J., Robbins, S. B., Casillas, A., & Oh, I. S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647–664. [Google Scholar] [Crossref]

2. Allen, J., & Robbins, S. B. (2010). Effects of interest-major congruence, motivation, and academic performance on timely degree attainment. Journal of Counseling Psychology, 57(1), 23–35. [Google Scholar] [Crossref]

3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

4. Berlingieri, F., Diegmann, A., & Sprietsma, M. (2023). Preferred field of study and academic performance. Economics of Education Review, 95, 102409. [Google Scholar] [Crossref]

5. Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications. [Google Scholar] [Crossref]

6. Calaranan, M. D. (2025). From redirection to resilience: A descriptive study on challenges, coping mechanisms, motivation, and perceptions of redirected Garments Technology students. International Journal of Education and Research, 13(6), 223–234. [Google Scholar] [Crossref]

7. Chireshe, R. (2012). Career guidance and counselling provisions at a South African university: Career advisors’ reflections. The Anthropologist, 14(4), 305–310. [Google Scholar] [Crossref]

8. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. [Google Scholar] [Crossref]

9. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. [Google Scholar] [Crossref]

10. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. [Google Scholar] [Crossref]

11. Jiang, Y., Song, J., Lee, M., & Bong, M. (2014). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 106(3), 821–841. [Google Scholar] [Crossref]

12. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. [Google Scholar] [Crossref]

13. Naquila, A. M., & Doronio, R. G. (2024). Lived experiences of senior high school students enrolled in the non-preferred strand. International Journal of Advance Research and Innovative Ideas in Education, 10(2), 2293–2300. [Google Scholar] [Crossref]

14. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. [Google Scholar] [Crossref]

15. Pediongco, J. B., & Calaguas, G. M. (2025). Not my choice: The lived experiences of freshman pre-service teachers enrolled in a non-preferred program in Central Luzon, Philippines. Indonesian Journal of Education Research. [Google Scholar] [Crossref]

16. Porter, S. R., & Umbach, P. D. (2006). College major choice: An analysis of person-environment fit. Research in Higher Education, 47(4), 429–449. [Google Scholar] [Crossref]

17. Resnik, D. B. (2020). What is ethics in research and why is it important? National Institute of Environmental Health Sciences. [Google Scholar] [Crossref]

18. Schelfhout, S., Wille, B., Fonteyne, L., Roels, E., De Fruyt, F., & Duyck, W. (2019). The effects of vocational interest on study results: Student person-environment fit and program interest diversity. PLOS ONE, 14(4), e0214618. [Google Scholar] [Crossref]

19. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. [Google Scholar] [Crossref]

20. Silver, B. R. (2023). Major transitions: How college students interpret the process of changing fields of study. Higher Education, 86, 957–973. [Google Scholar] [Crossref]

21. Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press. [Google Scholar] [Crossref]

22. Tracey, T. J. G., & Robbins, S. B. (2006). The interest-major congruence and college success relation: A longitudinal study. Journal of Vocational Behavior, 69(1), 64–89. [Google Scholar] [Crossref]

23. UNESCO. (2021). Career guidance: A handbook for policy makers. UNESCO. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study