Adapting Internship Programs to Global Disruptions: Lived Experiences of Student-Trainees in a Higher Education Institution in Samar, Philippines

Abstract

Global disruptions have significantly impacted traditional internship programs, prompting higher education institutions to adopt modular and online approaches to sustain learning. This qualitative study explores the lived experiences of student-trainees in on-the-job training programs at a higher education institution in Samar during a period of restricted face-to-face interactions. Using a phenomenological design, in-depth interviews revealed six key themes: lack of experiential learning, teaching-learning gaps, resource constraints, abrupt transitions, challenges with independent learning, and time management difficulties. The participants’ narratives highlighted the absence of hands-on experiences and limited opportunities to bridge theory and practice, which hindered their preparedness for professional work. Resource challenges, including unreliable internet access and financial constraints, further compounded their struggles, while adapting to independent learning and managing personal distractions proved equally challenging. Despite these obstacles, the trainees demonstrated resilience and adaptability, emphasizing the need for innovative approaches to internship programs. This study recommends integrating virtual simulations, training faculty in remote teaching strategies, and implementing robust support systems to address students’ diverse needs. By adopting flexible and crisis-resilient frameworks, higher education institutions can enhance students’ learning outcomes and better prepare them for the demands of professional environments during disruptions. This research contributes to the ongoing discourse on transforming educational practices to ensure continuity and effectiveness amidst global challenges.