Abstract
This study investigates the impact of geographical factors on education in hinterland schools in San Fernando, Bukidnon, Philippines. Specifically, it focuses on the challenges posed by geographical isolation, such as transportation difficulties, lack of infrastructure, limited access to resources, and environmental factors, and how these challenges affect learner attendance, performance, and overall educational experience. The research highlights the significant influence of terrain, weather conditions, and distance on students’ ability to attend school and engage in learning, with many students facing long walks through rugged terrain to reach their schools. Furthermore, the study examines the coping mechanisms of teachers, learners, and parents in these remote areas, alongside the role of community involvement in overcoming barriers. The findings reveal that while the geographic location of the schools often exacerbates existing educational inequalities, community resilience and teacher adaptability play key roles in sustaining education. Teachers show remarkable dedication, often walking long distances themselves and teaching in difficult conditions, but still face significant challenges due to poor infrastructure, limited resources, and the lack of basic facilities. Despite these hardships, parents and community leaders actively participate in supporting the schools and advocating for improvements. The study concludes that addressing these geographic challenges requires targeted interventions, including the improvement of infrastructure, provision of learning resources, and policy adjustments to ensure equitable access to quality education for learners in remote areas. Recommendations include leveraging community support, integrating mobile learning solutions, and providing incentives to teachers in remote schools to improve retention and enhance the learning environment.
