LEARNER EXPERIENCES IN DIGITAL AND VISUAL LEARNING ENVIRONMENTS: A QUALITATIVE STUDY OF MOTIVATION, CHALLENGES, AND ASPIRATIONS IN ALTERNATIVE EDUCATION

This qualitative study explored learner experiences in digital and visual learning environments within alternative education, focusing on the lived experiences of twelve (12) students enrolled in the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP). Participants were selected through purposive sampling, and data were analyzed using thematic analysis. Findings revealed that learners were primarily driven by strong personal aspirations and practical professional needs. For many, ETEEAP provided an opportunity to fulfill long-postponed educational goals and achieve career advancement that would have been difficult without formal academic credentials. Several participants learned about the program through family members or colleagues who shared their experiences. Within digital and visual learning contexts, managing academic responsibilities alongside work and family obligations required effective time management, self-discipline, and consistent support from relatives. Participants described establishing structured routines, breaking tasks into manageable goals, and adjusting daily schedules to meet demands. Key challenges included time constraints, sustaining motivation, and readapting to academic writing and digital technologies after a long absence from formal education. Despite these difficulties, students demonstrated resilience through careful planning and strong personal commitment. Institutional support—such as clear communication, structured guidance, and flexible arrangements—was appreciated; however, participants recommended improvements in feedback timeliness, online resources, and opportunities for peer interaction. Many aspired to use their qualifications for career progression, further education, or entrepreneurial development, highlighting the program’s role in fostering lifelong learning and professional growth.