Abstract

This study ascertained the academic challenges that Bachelor of Technical Vocational Teacher Education (BTVTEd) students experienced before and during the COVID-19 pandemic. It sought to serve as a basis for policy formulation to help students hurdle these challenges. This study employed a descriptive survey method, and data were collected from 485 first- to third-year BTVTEd students through a questionnaire and unstructured interviews. This study highlighted significant variations of academic challenges pre- and post-pandemic, influenced by the socio-economic profiles of the students. Additionally, more access to technology, adequate internet connectivity, and reduced instructor interaction helped effective teaching-learning. Thus, academic institutions must implement curriculum modifications and create support systems to help students. Finally, it is recommended that financial support be included for needy students, necessary gadgets should be lent, and faculty training in blended learning modalities should be provided. Thus, this study contributes to the ongoing efforts to support educational resilience in the face of global disruptions and emphasizes the importance of responsive academic policies to ensure student success in the new normal.