Lived Educational Experiences of Persons Deprived of Liberty Enrolled in the Alternative Learning System

Abstract

This qualitative phenomenological study explored the lived educational experiences of Persons Deprived of Liberty (PDLs) enrolled in the Alternative Learning System (ALS) in selected jail facilities in Negros Occidental during School Year 2026–2027. It specifically examined how PDLs described and made meaning of their educational experiences in terms of motivation and meaning of learning, learning engagement and instructional support, and challenges and personal transformation. Ten PDL learners enrolled in ALS were purposely selected as participants. Data were gathered through semi-structured, in-depth interviews using a researcher-made interview guide. With participants’ consent, interviews were audio-recorded and supplemented with field notes. The narratives were analyzed through thematic analysis to identify recurring meanings, patterns, and themes. Findings revealed three major themes and nine subthemes. The first theme, Motivation and Meaning of Learning, showed that participants were motivated by hope for reintegration and self-improvement, the desire to continue and complete education, and the development of renewed purpose and a positive outlook. The second theme, Learning Engagement and Instructional Support, highlighted teacher facilitation and guidance, peer interaction and learning support, and active participation and meaningful learning. The third theme, Challenges and Personal Transformation, revealed institutional constraints and learning barriers, resilience and coping with challenges, and identity change and personal growth. Overall, ALS was experienced as more than an academic program, providing participants with opportunities to sustain hope, engage in meaningful learning, cope with challenges, and develop greater confidence, responsibility, and positive future orientation.