Thriving in the Era of Graduate Education: A Lived Experience

Authors

Geograce A. Lagmay

Abstract

This study explored the lived experiences, coping mechanisms, and anticipated teaching practices of 15 Master of Arts in Education (MAEd) students at Southern Capital Colleges during Academic Year 2025–2026. Purposively selected participants completed semi-structured interviews, and responses were analyzed through Braun and Clarke’s six-phase thematic framework. Three groups of findings emerged: eleven themes describing academic, emotional, professional, financial, technological, and identityrelated experiences; ten themes reflecting time management, adaptive learning, social support, self-direction, motivation, spirituality, and financial coping; and nine themes concerning anticipated pedagogical transformation, learner-centered instruction, contextualization, innovation, reflection, technology integration, inclusion, and professional ethics. The findings suggest that thriving in graduate education involves the interaction of individual resilience, purposeful learning, and supportive relationships, while graduate study shapes participants’ aspirations for more responsive teaching. Graduate programs may use these insights to strengthen mentoring, flexible learning support, and research-to-practice opportunities.

Keywords

graduate education; lived experiences; MAEd students; phenomenology; professional identity; thriving.