Abstract
This paper aimed to analyze and interpret the students’ motivations and challenges in specializing in Technology and Livelihood Education during the hit of a pandemic. The study interpreted the shared experiences of the 12 BTLEd students using the phenomenological approach and a six-phase approach to thematic analysis (TA), popularized by (Clarke &amp; Braun, 2006). The findings showed four (4) common themes: continuity of previous academic journey, financial problems, access to supplementary learning materials, and TLE as a complex field of study. These recurring themes indicate that the absence of face-to-face interaction resulted in the students’ difficulties acquiring the required skill set for the subject. Moreover, future research on this particular topic may be carried out to investigate the particular areas or dimensions of the TLE program more in-depth.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0756/a.php" alt="Hit counter" /></p>
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