Abstract
This qualitative study examined the opinions, experiences, and concerns expressed by students and teachers regarding the implementation of "Genyo Day" at the University of Saint Louis (USL) during the 2023–2024 academic year. The data were collected from twenty-one Basic Education School teachers and twenty-three learners, in accordance with Merriam and Tisdell's (2016) fundamental qualitative research methodologies. Thematic analysis revealed both advantages and challenges when examining the primary themes of "Genyo Day." The results indicated that "Genyo Day" provides participants with enhanced learning and preparation time, academic flexibility, the opportunity for relaxation and personalization, and a greater understanding of themselves. However, it also introduces concerns regarding technical and connectivity issues, misuse, and productivity. This research provides novel perspectives on the outcomes of "Genyo Day" and suggests additional improvements to increase its significance in educational settings.
