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Abstract
A conducive and transformative learning environment has become a prominent concern since most teachers and students are faced with the sudden and abrupt educational changes in the post-pandemic learning. This paper was guided by the research question aiming to determine the challenges encountered, best practices and strategies employed, and learning opportunities experienced during the implementation of blended and face-to-face learning in secondary schools in Pasig. The research method was a mixed one, utilizing a descriptive design for quantitative data through a survey questionnaire and a descriptive approach for qualitative data through a written interview with a sample of 140 randomly chosen High School administrators and teachers. The statistical analysis used was weighted mean, thematic coding, and patterns. The findings of this study revealed multifaceted educational transformation challenges in terms of stakeholder readiness, (e.g. new roles and added responsibility), parental involvement and community partnership, (e.g. communicating openly, getting support, dialogues, and training), technological preparedness (e.g. slow and unstable internet connection), learning environmental needs and support (e.g. increased workloads, mental health, lack of space, learning gap and losses), and teaching design, delivery and assessment (e.g. large class size, curriculum modification and preparation and assessment of learners progress and needs). Based on the results of the study, it is recommended that all stakeholders must take responsibility and devise workable actions towards educational transformation, improvement of educational practices and strengthening education as a common good.
