Abstract
This study explores the lived experiences of Muslim students who navigate both secular and Islamic educational institutions in the Southern Philippines, particularly in the provinces of Sultan Kudarat and Maguindanao del Sur. Employing a phenomenological approach, the research seeks to uncover how these learners interpret, reconcile, and make meaning of their dual educational journeys. Through in-depth interviews and reflective journals, the study highlights the complex interplay between spiritual formation, identity development, and academic engagement. Findings reveal that students do not perceive secular and Islamic education as contradictory but rather as complementary domains that nurture different dimensions of their growth, secular schools providing access to academic and career opportunities, and Madrasahs offering moral guidance and religious grounding. Despite this integration, students face significant challenges such as scheduling conflicts, lack of religious accommodations in secular settings, and resource constraints in Islamic schools. Coping strategies include time management, peer support, family encouragement, and faith-based resilience. The participants advocate for institutional reforms that promote cultural sensitivity, improve Madrasah curriculum, and support inter-system dialogue. By centering student narratives, this research contributes to inclusive education discourse and offers insights for policy and practice in multicultural and religiously diverse societies like the Philippines.
