The focus of this qualitative phenomenological study is to examine the lived experiences of third and fourth year computer engineering students at Bulacan State University-Main Campus regarding their academic and laboratory requirements in the aftermath of natural calamities. Specifically, the study explores how students navigate the severe adverse effects of resource constraints by examining how the Filipino "Bahala Na" sociocultural narrative manifests as a coping mechanism for stress. Grounded in the Socio-Cultural Resource Conservation Model which combines Gripaldo's Theory of Theistic Circumstantialism with Hobfoll's Conservation of Resources (COR) Theory—the researchers utilized purposive sampling and a semi-structured interview approach, analyzing participant narratives through Braun and Clarke's six phase thematic analysis framework. Findings reveal that due to the lack of access to physical labs and electricity, students experienced severe "Logistical Paralysis," evidenced by a "No Power, No Code" reality and a significant "Simulation vs. Reality Gap." However, student responses also demonstrated "Communal Resourcefulness." The "Bahala Na" coping strategy functioned on a spectrum, ranging from "Passive Bahala Na" (fatalistic resignation) to "Active Bahala Na" (courage in uncertainty). Ultimately, the study concludes that "Bahala Na" is a resource-driven reaction to environmental deficits rather than underlying laziness, and recommends that institutions adopt "Compassionate Flexibility" with situation specific deadlines and disaster-resilient asynchronous lesson plans.
Dionisio et al. (Mon,) studied this question.