Abstract
Despite extensive research on technology integration and the digital divide, comparatively little qualitative evidence explains how rural elementary learners themselves experience the intersection of technological, social, and environmental barriers in everyday learning. This study explored the lived experiences of Grade 4 to Grade 6 rural elementary learners in the Northern Barangays of Cebu City as they navigated learning amid technological advancement. A qualitative phenomenological research design was employed to gain an in-depth understanding of the meanings learners attached to their experiences. Ten learners were purposively selected and participated in semi-structured interviews and focus group discussions. The data were analyzed using Colaizzi’s phenomenological method, which involved identifying significant statements, formulating meanings, organizing theme clusters, developing an exhaustive description, determining the fundamental structure of the phenomenon, and validating the findings with the participants. Four major themes emerged: technological challenges, family and community support, teacher influence, and student determination and coping efforts. The findings showed that limited access to digital devices, unstable internet connectivity, insufficient mobile data, and power interruptions hindered learners’ participation in technology-assisted learning. However, support from families, communities, and teachers, together with learners’ determination and adaptive coping strategies, enabled them to continue learning despite these difficulties. The study concludes that promoting educational equity in rural communities requires improved technological resources alongside responsive teaching practices, strong family and community support, and context-sensitive educational interventions that address the realities and needs of rural elementary learners.