Challenges of Flexible Learning to Trainers and Trainees in Diploma Programs: Basis for Enhanced Learning Management System (LMS)

Abstract

This study examined the instructional, technological, organizational, socio-economic, and psychological challenges encountered by trainers and trainees in implementing flexible learning in the diploma programs of Zamboanga Sibugay Polytechnic Institute (ZSPI), providing an empirical basis for an Enhanced Learning Management System (LMS). The study was anchored in the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK) Framework, Diffusion of Innovations (DOI) Theory, and Input-Process-Output (IPO) Model. A quantitative descriptive research design and total enumeration sampling were employed, involving 25 trainers and 100 trainees during Academic Year 2020–2021. Data were collected using a researcher-developed questionnaire with a Cronbach’s alpha of 0.89 and analyzed using frequency, percentage, weighted mean, independent samples t-test, and one-way ANOVA at the 0.05 significance level. Trainers experienced a High overall level of challenges (WM = 3.51), particularly in combined distance and face-to-face learning (WM = 3.75) and organizational implementation (WM = 3.62), while trainees experienced Moderate overall challenges (WM = 3.15) across instructional, technological, socio-economic, and psychological dimensions. Trainer age did not significantly differentiate experienced challenges. Trainees’ socio-economic status significantly differentiated online-learning (p = .038) and socio-economic challenges (p = .045), whereas distance from school and ICT device did not produce significant differences. The study recommends strengthening ICT infrastructure, technical and learner support, professional development, competency-based instruction, and LMS functionality. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), and SDG 10 (Reduced Inequalities). Its sustainability impact encompasses educational, technological, socio-economic, community, and institutional sustainability by supporting accessible, resilient, competency-based flexible TVET and sustained institutional improvement.