The Lived Experiences of Educators on Blended Learning in Private Higher Education Institution

This phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.

Problem-Solving Skills; Attitude Toward Mathematics; Academic Performance; Grade 8 Learners; Mathematics Education

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