Exploring Pedagogical Competencies among Alternative Learning System Teachers: A Qualitative Inquiry into Instructional Practices, Learner Engagement, and Educational Adaptation in Benito Soliven North District, Philippines

Abstract

The Alternative Learning System (ALS) serves as a vital educational pathway for out-of-school youth, adults, and marginalized learners in the Philippines. As a flexible and inclusive educational program, ALS requires teachers to demonstrate diverse pedagogical competencies that address the unique learning needs, backgrounds, and circumstances of learners. This study explored the pedagogical competencies of ALS teachers in Benito Soliven North District, Philippines, focusing on instructional practices, learner engagement strategies, and educational adaptation mechanisms. Employing a qualitative phenomenological research design, the study involved ten ALS teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and reflective discussions. Thematic analysis following Braun and Clarke’s framework revealed six major themes: (1) Learner-Centered and Flexible Instructional Delivery, (2) Contextualization and Localization of Learning Experiences, (3) Building Motivation through Positive Teacher-Learner Relationships, (4) Adaptive Pedagogical Practices for Diverse Learner Needs, (5) Technology Integration and Resourcefulness in Instruction, and (6) Continuous Professional Growth and Reflective Practice. Findings indicate that ALS teachers possess strong pedagogical competencies characterized by flexibility, responsiveness, innovation, and commitment to learner success. However, challenges related to resources, technology access, and professional development opportunities remain evident. The study highlights the importance of sustained capacity-building programs, contextualized instructional support, and strengthened institutional mechanisms to further enhance ALS teaching effectiveness.