Lived Experiences of Social Studies Students in the Post-Pandemic Learning Landscape: A Phenomenological Inquiry

Abstract

This study explored the lived experiences of Social Studies students in the post-pandemic learning landscape, where Philippine higher education has shifted toward hybrid and increasingly digital learning environments. As traditional classroom structures resumed, many learners continued to navigate the lasting academic, technological, and psychosocial effects of pandemic-era distance education. Using a phenomenological approach, the study examined how students made sense of these long-term transitions and how their previous exposure to modular and online learning shaped their current study habits, confidence, and resilience. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s (1978) descriptive method to derive themes reflecting students’ evolving learning realities.
Findings revealed that students developed greater autonomy and digital adaptability, yet continued to struggle with residual challenges such as technology fatigue, uneven digital skills, and difficulty re-adjusting to face-to-face academic demands. Participants highlighted how pandemic learning cultivated self-regulation, resourcefulness, and digital competence—skills they now rely on in hybrid settings. However, they also emphasized the need for stronger institutional support systems to bridge learning gaps that persisted beyond the pandemic. The study underscores the importance of responsive educational policies that address long-term learning recovery, promote digital resilience, and strengthen students’ overall readiness for the transformed post-pandemic academic environment.