Navigating HyFlex Learning: Experiences of Senior High School Students in a Provincial Private School in the Philippines

Abstract

This study explored the experiences of Senior High School (SHS) students with Hybrid-Flexible (HyFlex) learning in a provincial private school in the Philippines. Using a qualitative research design, data were gathered through focus group discussions (FGDs) with 100 Grade 12 students of Colegio de San Francisco Javier (CSFJ) during School Year 2025–2026. Thematic analysis revealed five major themes: preference for face-to-face learning, digital inequality and technical barriers, distractions in the home learning environment, concerns about academic quality and readiness, and calls for holistic student support. Students consistently highlighted the effectiveness of face-to-face classes for comprehension while describing online and self-study modes as supplementary. However, persistent challenges such as unreliable internet, limited device access, household responsibilities, and financial strain limited the inclusivity of HyFlex learning. Moreover, students expressed anxieties about the quality of flexible learning and their preparedness for higher education. At the same time, they emphasized the importance of scholarships, mentoring, emotional care, and access to facilities to support their success. These findings affirm that HyFlex cannot be understood solely as a technological model but as a comprehensive system that requires academic, financial, and psychosocial support. The study underscores the need for institutions and policymakers to balance flexibility with equity and rigor, aligning interventions with SDG 4 (Quality Education), SDG 3 (Good Health and Well-being), and SDG 10 (Reduced Inequalities).