Faculty Perceptions on the Implementation of the University of Eastern Philippines (UEP) System Learning Continuity Plan: Implications for Policy and Institutional Resilience
Roque A. Irader
University of Eastern Philippines, University Town, Northern Samar, Philippines and University DRRMC, University of Eastern Philippines, University Town, Northern Samar, Philippines.
Gina G. Irader
College of Education, University of Eastern Philippines, University Town, Northern Samar, Philippines and DOST-National Research Council of the Philippines, Philippines.
Rene John B. Escal
*
College of Education, University of Eastern Philippines, University Town, Northern Samar, Philippines and DOST-National Research Council of the Philippines, Philippines.
*Author to whom correspondence should be addressed.
Abstract
The global imperative for academic continuity resulting from the COVID-19 pandemic mandated the swift formulation of Learning Continuity Plans (LCPs) across Higher Education Institutions. This study was undertaken to evaluate the operational status of the University of Eastern Philippines (UEP) LCP, determine implementation impediments, and generate empirically derived policy recommendations for strengthening institutional disaster preparedness. A mixed-methods design was employed, integrating quantitative-descriptive analysis of LCP implementation status via a survey questionnaire with qualitative thematic analysis to identify challenges. Data was collected from 131 faculty members through convenient sampling in January to February 2022. Results indicate that the structural components of the LCP—specifically Academic/Instructional Guidelines (\(\overline{x}\) = 2.022) and Support System and Helpline (\(\overline{x}\) =2.245)—were perceived as "Much Implemented" on a 5-point scale. However, the qualitative findings demonstrated pervasive, interconnected operational deficiencies, which were thematically analyzed and categorized as Connectivity and Resource Barriers, Logistical and Systemic Failure, Instructional and Assessment Issues, and Student-Centric Impediments. The results detail a critical disjunction between policy establishment and effective field execution, evident in the quantitative and qualitative data. While UEP successfully institutionalized a functional policy framework, its resilience is observed to be weakened in areas exhibiting unresolved resource inequity and logistical bottlenecks. The findings characterize the LCP as functioning primarily as an emergency contingency rather than a comprehensive, disaster-resilient strategy. Recommendations therefore call for a policy paradigm shift from guideline compliance toward strategic institutional investment in digital resource equity, the formalization of logistics, and continuous capacity-building to align with Sustainable Development Goal 4 (SDG 4).
Keywords: Learning Continuity Plan (LCP), COVID-19 pandemic, faculty challenges, remote instruction, distance education, emergency remote teaching