Exploring the Experiences of the Alternative Learning System Teachers Handling Quadragenarian Learners

This phenomenological research explored the unique experiences of Alternative Learning System (ALS) teachers who worked with quadragenarian learners in an underserved area with limited access to formal education. A qualitative approach was used, utilizing in-depth interviews for data collection. This research employed purposive sampling, selecting participants based on their relevance to the study's objectives. Five (5) ALS teachers participated in this study. Two overarching components, experiences and insights, were formulated to capture the ALS teachers’ perspectives comprehensively. Six major themes emerged from the responses of the ALS teachers based on their experiences: friendly and respectful relationships, responsiveness, adaptation to educational gaps, experiential and practical learning, logistical and resource constraints, and mutual learning growth. The insights of ALS teachers handling quadragenarian learners revealed that adult education is both challenging and transformative. By fostering respectful relationships, being responsive to learners’ realities, addressing educational gaps, emphasizing experiential learning, and coping with resource constraints, teachers and learners grow together. The study's findings suggest that the Department of Education should strengthen ALS programs by providing targeted training and fostering community partnerships to support ALS teachers.