A Phenomenological Exploration of ETEEAP Graduates' Personal, Academic, and Professional Transformation

Abstract: This phenomenological study explores the transformative journey of adult students enrolled in the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), addressing a significant gap in existing literature. The research aims to understand how adult learners perceive the impact of ETEEAP on their personal, academic, and professional growth. Utilizing a phenomenological methodology, four participants from marginalized groups within a deputized college, following the guidelines outlined in CMO 29 series of 2021 were interviewed. Four overarching themes emerged from the analysis: "Identity Evolution," depicting profound changes in participants' identities; "Enriching Experiences," highlighting the program's dynamic nature; "Transformed Perspectives," illustrating shifts in views on education and personal capabilities; and "Newfound Commitment to Learning," showcasing participants' dedication to continuous learning. This study provides deep insights into the nuanced ways adult students experience ETEEAP's impact on their holistic development. The identified themes contribute valuable knowledge to the field of adult education and program administration. In conclusion, the research underscores ETEEAP's role in shaping individuals holistically, fostering a lifelong commitment to learning and self-improvement. The study not only addresses a gap in existing literature but also offers practical insights for educators, administrators, and policymakers involved in adult education programs. Keywords: Phenomenology, ETEEAP Program, Lived Experiences, Adult Learners