ABSTRACT
This qualitative study explored the experiences of senior high school teachers in using the Collaborative Learning Environment- Learning Management System (CLE- LMS) during the 2025–2026 school year. Utilizing a phenomenological approach, the researcher conducted in-depth interviews with six (6) purposively selected participants to identify their instructional experiences, technical challenges, and coping mechanisms as a basis for a proposed enhancement program. The findings revealed that while the CLE-LMS is a vital tool for maintaining educational continuity, its implementation is hindered by unstable internet, platform glitches, and time-intensive data entry. Teachers managed these challenges through adaptive coping strategies, including the use of backup materials and peer collaboration. The study concludes that successful digital integration requires robust institutional support, leading to a proposed enhancement program focused on infrastructure upgrades and automated instructional tools.
Keywords: Learning Management System, CLE, Senior High School Teachers, Phenomenological Study, Enhancement Program
INTRODUCTION
The shifts from traditional physical classrooms to digital and blended environments have redefined instructional delivery and student engagement across the globe. The demand for flexible learning environments has transitioned school to utilize a Learning Management System (LMS) designed to deliver content, provide assessments, and strengthen communication between teachers and learners. These platforms support the United Nations’ Sustainable Development Goal 4 (Quality Education), which centers on resilient and inclusive education systems. (UNESCO, 2020; OECD, 2021; UNESCO, 2024). With technological advancement in education, equitable learning resources, teachers’ proficiency, and institutional support have been identified as critical gaps.
Educators encountered an array of challenges despite an improved instructional delivery and heightened students’ engagement. Research indicates that is a result of both technical and contextual factors attributed to inadequate internet connectivity and limited support from schools to a lack of specialized and relevant training provisions (Ndilama, 2025; Cao, 2023). The success of integrating technology in education depends on teacher’s personal attitude towards it which can significantly impacted learning outcomes. While many teachers use instructional technology with ease, many struggle with its practical usability (Ehighae & Okoh, 2024). A qualitative research must be done to explore the lived experiences of teachers on the usage of LMS and how it impacts professional and technological development to better the learning opportunities among learners (Osorio Vanegas, 2025).
The Ministry of Education implemented the use of CLE- LMS which is a platform designed to support Senior High School (SHS) educators in leveraging instructional delivery and student interaction. The purpose of CLE- LMS is to optimize teaching efficiency however, the actual experiences of SHS educators vary particularly in terms of technical challenges and teaching practices. (Crompton et al., 2020). Despite various studies on LMS functionality, there still a research gap regarding the perceived experiences of educators using the CLE- LMS within the Senior High School context. Teachers are the front lines of technological implementation in education thus, exploring their unique views, perspectives and experiences is crucial and vital.
This study sought to provide significant and meaningful insights drawn from senior high school teachers’ experiences on the usage of CLE- LMS which may serve as a basis for an enhancement program.
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