2026 IJRSE – Volume 15 Issue 19
Available Online: 5 August 2026
Author/s:
Alcantara, Mark Raymon
Don Mariano Marcos Memorial State University – North La Union Campus, Philippines (alcantara.mrc09@gmail.com)
Abstract:
The Academic Recovery and Accessible Learning (ARAL) Program in the Philippines educational setting serves as a national strategy to address pandemic-related learning losses, with tutors playing a central role in its implementation. This narrative literature review centers on existing related review on ARAL and Social-Emotional Learning (SEL), with a focus on tutors’ lived experiences. Recent literature, including empirical studies and policy documents, was analyzed thematically. Three major themes emerged: leadership and instructional practices, tutors’ social-emotional well-being, and community and systemic support. Findings indicate that SEL enhances tutors’ instructional effectiveness, resilience, and learner engagement; however, challenges such as increased workload, insufficient training, and limited resources persist. The review highlights a significant gap in qualitative research on tutors’ lived experiences and calls for context-sensitive SEL integration and professional development to strengthen ARAL implementation.
Keywords: Academic Recovery and Accessible Learning (ARAL), Social-Emotional Learning (SEL), tutors’ lived experiences, learning recovery, instructional practices
DOI: https://doi.org/10.5861/ijrse.2026.26363
Cite this article:
Alcantara, M. R. (2026). Lived experiences of ARAL tutors: A narrative literature review on social-emotional learning in learning recovery programs. International Journal of Research Studies in Education, 15(19), 63-71. https://doi.org/10.5861/ijrse.2026.26363