Abstract
Literacy played a crucial role that shaped the educational landscape of the Bangsamoro Region, and Reading Coordinators are important players to foster a culture of reading. In the face of poverty, violence, and a lack of educational resources, they are essential in putting local literacy techniques into practice. This study aims to explore the lived experiences of reading coordinators in the Bangsamoro region, focusing on the challenges they face, the strategies they use, and the contextual factors influencing their work in implementing literacy programs. It seeks to generate insights that can inform more effective literacy policies, teacher training, and educational interventions tailored to the unique needs of Bangsamoro learners. Using a phenomenological approach, the research reveals how these coordinators transcend their roles as program implementers to become nurturers, advocates, and change agents in their communities. Despite facing barriers such as limited resources, institutional constraints, and cultural complexities, they demonstrate resilience and innovation. The findings emphasize the importance of localized, culturally responsive literacy programs and call for enhanced institutional support to empower Reading Coordinators and transform literacy education in the region.
