Abstract
This phenomenological study explores the lived experiences of working students assigned to academic libraries in private higher education institutions in North Cotabato, Philippines. Guided by Colaizzi’s method of data analysis, the research captures how students navigate their dual roles in academic and work environments. Using purposive sampling, five student library assistants from diverse academic levels were interviewed through semi-structured, face-to-face interviews. The study uncovered key themes: Structured Time Management, Support Systems, Motivation and Continuity, Professional and Personal Growth, Skills Development, and Evolving Perceptions of Education. Participants shared how they strategically managed time, relied on peer and administrative support, and developed resilience, professionalism, and a deeper appreciation for education through their library roles. Notably, the findings highlight how library work settings become not only spaces for employment but also venues for experiential learning and character formation. This research offers valuable insights for educators, administrators, and policymakers to understand the needs and strengths of working students. It underscores the importance of institutional support systems and flexible academic arrangements that enhance both student productivity and well-being. Ultimately, the study affirms that with the right balance of time, task, and tenacity, working students can thrive academically while developing critical life and career skills.
