Abstract
This phenomenological study sought to explore the lived experiences of students enrolled in the Alternative Learning System (ALS). The participants of the study were ten (10) ALS learners from Tupi National High School during the School Year 2022–2023. All gathered data were carefully transcribed and thoroughly analyzed. After a comprehensive analysis, the findings revealed three dominant experiences among the participants: insufficient family support, low self-confidence, and eagerness to attend formal schooling. It was also discovered that these experiences significantly influenced their academic performance, participation in extra-curricular activities, and work engagement. Hence, it is recommended that adequate funding be allocated to enhance the quality of education in ALS, provide additional learning materials and support, and, most importantly, conduct training and workshops for ALS teachers. It is believed that through these initiatives, the educational needs of ALS learners can be gradually addressed and adequately fulfilled.
