Voices of Public Elementary School Teachers Teaching Generation Alpha Learners

Abstract

This study explored how teachers experience and understand the classroom behaviors of Generation Alpha learners in public elementary schools in Sto. Niño District, South Cotabato, particularly in a time shaped by digital technology. Using a qualitative transcendental phenomenological approach, the research focused on capturing the real-life stories and insights of nine purposively selected teachers who directly handle these learners. Data were gathered through in-depth, semi-structured interviews and analyzed through thematic coding, allowing patterns, meanings, and shared experiences to emerge. The findings revealed a classroom environment where technology plays a dual role: it increases engagement through interactive and multimedia learning, yet also brings challenges such as short attention spans, digital distractions, and difficulties in social interaction. Teachers described how their roles have shifted from traditional instructors to facilitators, mentors, and digital guides who must constantly adapt their strategies. They also emphasized the importance of working closely with parents and the community to guide learners toward responsible technology use. The study highlights that teaching Generation Alpha learners is both rewarding and demanding, requiring a balance between innovation and discipline, as well as a strong commitment to nurturing not only academic skills but also values and responsible digital behavior.