Exploring the Lived Experiences of Criminology Students in Coping with Academic and Training Demands

Abstract

Criminology education requires students to balance rigorous academic requirements with physically demanding training activities. This study explored the lived experiences of criminology students in coping with academic pressure and training demands in a higher education institution in Lanao del Norte. Using phenomenological research design, the study explored how students manage the overlapping demands of academic coursework and quasi-military style training. Ten third-year criminology students who were selected through purposive sampling participated in the study. Data was collected through in-depth interviews and analyzed using Moustakas’ phenomenological method of data analysis. The findings revealed six themes describing students’ coping experiences: embodied strain and self-regulation; peer support and social influence; time management and prioritization; adaptation to different learning and training environments; institutional policies and resources; and motivation driven by personal and professional aspirations. The study concludes that criminology students experience significant academic and training pressures but develop coping strategies and resilience that help them adapt and persist in their educational journey. Hence, the administration ensures that criminology programs strengthen institutional support systems and student wellness initiatives to help learners effectively manage academic and training demands.