Lived Experiences of Filipino Inclusion Teachers in Dubai Amid the Covid-19 Pandemic


  • Hannah G. Constantino University of Science and Technology of Southern Philippines
  • Therese June V. Aranas University of Science and Technology of Southern Philippines


COVID-19 pandemic, inclusion teacher, inclusive education, transcendental phenomenological inquiry, experiential learning theory


Filipino inclusion teachers based in Dubai; United Arab Emirates faced numerous challenges during the global COVID-19 pandemic. This study shed light on the lived experiences of eight Filipino inclusion teachers through the lens of Kolb’s experiential learning theory.  Analysis of interview transcripts using Moustakas’ transcendental phenomenological inquiry revealed that the teachers’ challenges come from their caseload, the exceptionality characteristics of students, physical distance, and adjustment of parents during the pandemic.   With the demands coming from these challenges, they managed the learning environment through intensified collaboration with parents and curriculum adjustments. It is hoped that the study results will be utilized in the design of teacher education programs, preparing pre-service teachers and novice teachers for work in schools abroad.  In addition, the focus on the experiences during the COVID-19 pandemic provides impetus for the creation of frameworks on how provision of educational services could be pandemic-ready.  More importantly, the teachers’ experiences need to be addressed especially in the areas of mental health and educational technologies.  More studies are recommended to capture other aspects of inclusion teachers’ experiences.          


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How to Cite

Constantino, H. G., & Aranas, T. J. V. (2024). Lived Experiences of Filipino Inclusion Teachers in Dubai Amid the Covid-19 Pandemic. International Journal of Sciences: Basic and Applied Research (IJSBAR), 73(1). Retrieved from