Cultivating Digital Literacy and Life Sciences Competencies Through Technology and Livelihood Education: A Phenomenological Study of State University and College Students in the Philippines

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The rapid advancement of digital technologies and the increasing demand for sustainable
development have transformed higher education into a platform for developing future-ready
graduates equipped with digital competencies and scientific literacy. Technology and Livelihood
Education (TLE), traditionally centered on technical and vocational skills, has expanded to include
digital literacy, innovation, entrepreneurship, and sustainability-oriented competencies.
Simultaneously, integrating life sciences into TLE provides learners with opportunities to
understand environmental sustainability, food security, ecological conservation, biotechnology,
and responsible resource management. Despite these curricular developments, limited
qualitative evidence exists regarding how students in Philippine State Universities and Colleges
(SUCs) experience the integration of digital literacy and life sciences within TLE programs. This
study explores the lived experiences of SUC students in cultivating digital literacy and life sciences
competencies through Technology and Livelihood Education. Employing Interpretative
Phenomenological Analysis (IPA), the study gathers rich narratives from purposively selected
undergraduate students enrolled in TLE-related programs. Data are collected through semi-
structured, in-depth interviews and analyzed using IPA procedures to uncover the meanings
students attribute to interdisciplinary learning. The study is expected to reveal the instructional
experiences, opportunities, challenges, digital practices, and sustainability perspectives that
shape students' academic and professional development. The findings are anticipated to
contribute to curriculum innovation, interdisciplinary pedagogy, digital transformation, and
Education for Sustainable Development (ESD), while supporting the attainment of Sustainable
Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work and Economic Growth), 9
(Industry, Innovation and Infrastructure), and 13 (Climate Action). UNESCO emphasizes that
education should equip learners with the knowledge, skills, values, and attitudes needed to
promote sustainable development, while digital literacy is recognized as a core competency for
participation in modern society and the workforce.