Inspiring Journeys of Education and Empowerment of ALS Completers
DOI:
https://doi.org/10.68050/JAMS.2026.761Keywords:
Alternative Learning System, education and empowerment, thematic analysis, ApayaoAbstract
This study was conducted to thematically analyze the compelling success stories and narratives of Alternative Learning System (ALS) completers of the Department of Education (DepEd) Schools Division of Apayao, how ALS became an instrument in providing educational opportunities to individuals who, for various reasons, were unable to complete formal schooling, and uncover how their journeys have been shaped by the program’s influence on their motivational paths toward education and empowerment.
This study is guided by three key theoretical frameworks: Self-Determination Theory of Motivation, the Macro Theory of Positive Functioning, and Maslow’s Hierarchy of Needs. The study employed an Input-Process-Output research paradigm to analyze the collected data.
Results revealed themes of resilience and overcoming adversity, educational empowerment, community support and mentorship, personal growth and reflection, and family support among the ALS completers.
The study concludes that ALS completers exhibit high levels of resilience and determination, with the ALS program playing a critical role in empowering individuals through educational opportunities that lead to personal and professional growth. Community support and mentorship are identified as crucial elements enhancing the educational journeys of ALS completers, facilitating personal growth and self-reflection.
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Articles published in the Journal of Advanced Multidisciplinary Studies (JAMS) are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), unless otherwise stated. Authors retain copyright of their work and grant JAMS the right of first publication.
