Abstract
This qualitative study examined the lived experiences of academic and career pursuits among higher education student tutors who participated in the Tara Basa Tutoring Program. Employing a descriptive phenomenological design, the research examined how tutoring engagement influenced their academic experiences, career aspirations, and personal and professional growth. Using purposive sampling, fifteen (15) student tutors from a state university in Southern Cebu, Philippines, were selected to participate in focus group discussions and semi-structured interviews. Through thematic analysis, the study generated key themes under three main domains of inquiry. For academic experiences, the themes identified were Academic Transformation, Professional Growth, and Self-Awareness and Maturity. Regarding career aspirations, the themes included Clarity of Career Calling and Nurtured Commitment to the Teaching Profession. For personal and professional insights, four themes emerged: Sense of Social Responsibility, Character Development, Resilience and Confidence in Teaching, and Professional Fulfillment. The findings revealed that the Tara Basa Tutoring Program fostered improved academic engagement, strengthened professional readiness, clarified career pathways, and cultivated a more profound sense of social responsibility among tutors. The program played a crucial role in developing both instructional competence and personal values, making a meaningful contribution to the holistic formation of future educators. Based on these findings, the study recommends integrating service-learning initiatives, such as Tara Basa, into teacher education programs, emphasizing their dual role in enhancing learner outcomes and shaping the professional identity of student tutors.
