📄 Abstract
This qualitative case study explores teachers’ experiences of the February 23, 2024 armed conflict in Campagao, Bilar, Bohol, Philippines, and how the incident shaped the teaching–learning process. Using a qualitative case study design, data were gathered through semi-structured focus group discussions with public elementary school teachers and analyzed using thematic analysis. Findings reveal that despite fear, uncertainty, and disruption, teachers demonstrated strong pedagogical commitment, adaptive practices, and sensitivity to learners’ trauma. Educational resilience was evident through flexible instruction, curriculum improvisation, and sustained school–community engagement. However, these efforts were largely self-driven and occurred amid limited institutional support, particularly in psychosocial services and professional development. The study also highlights the often-unseen emotional toll borne by teachers in conflict-affected settings. By foregrounding teachers’ lived experiences in a rural Philippine context, this study contributes context-specific insights to the education-in-emergencies literature and underscores the need for trauma-informed, teacher-centered, and conflict-sensitive educational interventions.
🏷️ Keywords
📚 How to Cite:
Jhan Levin A. Avenido , Jay L. Galimpin, MAEd , BEYOND DISRUPTION: TEACHERS' EXPERIENCES OF ARMED CONFLICT AND EDUCATIONAL RESILIENCE , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 127 - 130 , DOI: https://doi.org/10.36713/epra28002