Abstract
This study explored the lived experiences of third- and fourth-year Bachelor of Science in Nursing students at the College of Health Sciences, Mindanao State University–Main Campus, Marawi City, Lanao del Sur. Guided by an exploratory phenomenological research design, the inquiry sought to capture students’ perspectives on how flexible learning impacts their academic journey, well-being, and coping strategies. Data were gathered through in-depth qualitative methods and analyzed using NVivo Qualitative Data Analysis Software, enabling thematic extraction and interpretation of recurring patterns. Findings revealed that flexible learning granted students greater autonomy in pacing their studies, fostering independence and responsibility in managing academic requirements. However, this autonomy was counterbalanced by significant stressors, notably unstable internet connectivity, lack of immediate access to learning resources, and the blurred boundaries between academic and personal life. These stressors heightened psychological strain and underscored the necessity of institutional support systems. A recurring theme among participants was the expressed need for structured mental health interventions, including the incorporation of “mental health breaks” within the academic calendar. Such measures were seen as essential to alleviating burnout, sustaining motivation, and safeguarding overall well-being amidst demanding coursework and external pressures. Based on the synthesis of findings, the study proposes the Flexible Learning–Wellness Integration Model (FLWIM), a framework that aligns academic delivery with mental health and wellness programs. The model emphasizes proactive support, accessibility of psychosocial services, and institutional policies that integrate wellness initiatives with flexible learning practices. In conclusion, the study highlights the dual nature of flexible learning as both an opportunity for academic growth and a source of psychosocial strain. By centering the voices of nursing students, it underscores the urgency of recalibrating higher education policies to balance academic excellence with holistic well-being.
