Abstract:
This study explored the lived experiences of purposefully selected of 10 teachers in higher education institutions in the implementation of HyFlex learning during the school year 2022-2023. The study was conducted in two universities in Bukidnon, Philippines. Utilizing the qualitative hermeneutic phenomenological approach of Vann Manen, this study explored in-depth the participants' experiences in implementing HyFlex learning model at the institutional level. With a validated researcher-made instrument, the data were gathered through face-to-face interviews, online interviews, written responses, and focus group discussions. The study revealed three grand themes for the experiences of teachers in higher education institutions in teaching in a HyFlex environment are (1) teaching using HyFlex learning, (2) primary challenges of teachers using HyFlex learning, and (3) assistance rescue from the administration and stakeholders. The result of the study has implications for policy, practice, and future research, such as funding, training and professional development, technology infrastructure, pedagogical approaches, equity implications, and assessment tools. Institutions may consider these implications as they seek to implement and improve flexible learning modes for teaching and learning.
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