Bridging the Gap: The Lived Experiences of Dormitory Students on Digital Access
Ivy Shy Segui, Glen Mar De Lana, Hannah Yvonne Dayahan, Zhane Ashley Villas, Ramiel Liwanag, Elckris Tagabuen
Received: 31 March 2026; Revised: 20 July 2026; Accepted: 24 July 2026; Published: 27 July 2026
DOI: https://doi.org/10.66074/C9T7L3R5
Abstract
Digital technology has become central to modern education, yet access disparities persist, particularly among dormitory students subject to institutional restrictions. This phenomenological qualitative paper explored the lived experiences of Grade 12 dormitory students at Lipa Adventist Academy (LAA) regarding limited digital access and its impact on their holistic development. The study employed semi-structured interviews and documentary analysis to address a localized research gap concerning how institutional restrictions create a “digital gap” in technology-driven learning environments. Grounded in Jan van Dijk’s Theory of Digital Divide, evidence revealed a lived tension between academic requirements and restrictive policies, highlighting significant obstacles to academic equity and social connectivity. The study also emphasized the influence of adaptive coping mechanisms, such as proactive task management and seeking external assistance, on the students’ ability to remain competitive. Results indicate that successful students focus on self-discipline and time management to turn systemic constraints into opportunities for personal growth. The research recommends providing flexible academic windows for device use, synchronizing faculty communication with dormitory schedules, and formalizing peer-led monitoring to support both academic success and communal well-being.
Keywords: Academic equity, Coping mechanisms, Digital access, Digital divide, Student experience
Author Information: Lipa Adventist Academy – Senior High School Department, Lipa City, Philippines; laa.tchrglen@gmail.com
Volume 2, Issue 3, September 2026