Changing education amid technology disruption: Students’ experiences, challenges, and coping strategies in mathematics learning

This study explored the challenges, coping mechanisms, and learning experiences of secondary students during the abrupt shift to alternative learning modalities in Baganga, Davao Oriental, amid technology-driven disruptions. Using a qualitative phenomenological approach, five students were purposively selected for in-depth interviews, and data were systematically coded and analyzed according to the research questions. Findings revealed that students faced limited access to devices, unstable internet connectivity, absence of face-to-face teacher guidance, and difficulty following home learning plans. To cope, they employed strategies such as seeking assistance from peers and family, creating structured home learning setups, and borrowing learning resources. Students’ experiences highlighted the importance of autonomy, time management, and self-directed learning, demonstrating their adaptability in navigating disruptions. Assessment practices such as feedback provision, supplemental video lessons, and performance-based tasks further supported their continued learning. These results underscore that student-centered learning can persist despite technology disruptions, emphasizing the need for instructional designs that balance digital tools with structured guidance. The study offers practical insights for fostering resilient, autonomous, and future-ready learners in the digital era.