Abstract
Alternative Delivery Mode (ADM) programs provide flexible learning opportunities for students who face barriers to traditional schooling. Understanding how learners navigate these circumstances is essential for strengthening support systems and enhancing program implementation. This qualitative case study examined the experiences of three (3) ADM learners from the 2024–2025 school year, focusing on the challenges they encountered, the coping strategies they adopted, and the insights they gained throughout their learning journeys. Data were collected through in-depth interviews and analyzed using thematic analysis. Findings revealed three significant challenges: limited access to learning materials and teacher guidance; emotional and psychological stress resulting from academic pressure and isolation; and household responsibilities that frequently interfered with schoolwork. To cope with these challenges, participants sought support from teachers and advisers, developed self-directed learning habits, and practiced motivational self-talk and perseverance. These strategies highlight the learners’ resilience and determination to persist despite constraints. Through these experiences, learners reported improved self-discipline, a greater appreciation for education, and gratitude toward individuals who supported their learning. The study emphasizes the need for targeted, context-sensitive support systems that address the academic, emotional, and motivational needs of ADM learners. Strengthening guidance mechanisms, enhancing access to learning resources, and providing structured opportunities for teacher–learner interaction may help improve learners’ experiences and outcomes within the ADM setting.
