Full Face-to-Face, Half the Preparation

Before the crack of dawn, a Polytechnic University of the Philippines (PUP) student starts off their journey that could take either a few minutes to a few hours—lining up for jeepneys, squeezing into buses and trains, and navigating traffic across Metro Manila just to arrive on campus in time for class. 

For many students, this daily commute uses up not only money but also precious time and energy. Yet after hours of travel, some students make the journey only to attend a single class before heading back home again. 

This reality has become increasingly common since the university implemented full face-to-face classes for major subjects of undergraduate programs at PUP Sta. Mesa for the second semester of Academic Year 2025–2026, which took effect on February 9.

However, General Education (GEED) courses are to continue the blended setup with a minimum of eight in-person meetings per semester. Due to classroom shortages, the administration has resorted to room-sharing arrangements across different colleges and facilities to accommodate the students’ schedules.

Face-to-face learning remains an integral part of higher education, allowing students and teachers to interact more directly and engage in discussions that are often difficult to replicate in an online setup. However, the current implementation raises an important question: is the university fully prepared for a complete transition when there are underlying challenges that remain unresolved?

Commuting has become a burden for many who travel long distances, especially for students. Dr. Jezreel Del Espiritu Santo, a guidance counselor from the De La Salle Medical and Health Sciences Institute (DLSMHSI) revealed that the most common commuter complaints involve heavy traffic, long and unpredictable travel times, and mental and physical exhaustion before class, stating that its unavoidable nature intensifies other pressures such as academic workload and performance expectations. She further elaborated that students may show early signs of burnout and the feeling of being emotionally drained or overwhelmed.

It's not just the commute itself being the problem, but the inefficiencies that come with it. Some students travel several hours from provinces like Cavite, Laguna, Rizal, and Bulacan just to attend their classes. For them, this means leaving home as early as 5 AM to beat the bustling rush hour crowd, enduring a 3-hour long travel time, and arriving home exhausted at 10 PM, a grueling cycle that PUPians continue to endure.

Financial strain also enters the picture as daily transportation fares, meals, and other expenses add up quickly, particularly for students already struggling to make ends meet.

Tensions in the Middle East are pushing global oil prices higher, causing transportation costs in the country to also rise. The Land Transportation Franchising and Regulatory Board (LTFRB) announced a provisional fare increase of ₱1 for public transport originally set for March 19, but was ultimately suspended by President Ferdinand “Bongbong” Marcos Jr. promising to alleviate the commuters’ hassles such as expanding its free ride program and offering discounts at the LRT and MRT.

For students, suspension of fare hike can affect their daily commute as there are some public transit operators that will halt their usual services as a means to express their disdain against the sudden policy change such as the recent protests held by transport groups MANIBELA and Kilusang Mayo Uno (KMU). 

Some may argue that students were already aware of these challenges when they chose to enroll at PUP. After all, distance and transportation costs are staples for many universities in Metro Manila. But this argument overlooks why many students choose their “Sintang Paaralan” in the first place.

For countless young Filipinos seeking quality public education, this opportunity may not be certain in their hometowns. While there may be schools closer to where they live, these are often private institutions with tuition fees beyond their family's means or do not provide the same level of academic reputation and possibilities. Choosing PUP is rarely a matter of convenience; for many, it is a deliberate choice grounded in the promise of accessible and reputable education.

That promise however shall not remain hollow, as it must be accompanied by conditions that enable students to learn efficiently. With the university’s infrastructure limitations, this makes the transition to full face-to-face even more difficult. Classroom shortages have already prompted officials to implement room-sharing across various buildings. 

Around 40 students share classrooms with limited space, often with insufficient armchairs and electric fans, some requiring repairs or improved ventilation. Sudden power outages have also been a problem at the Main Campus wherein it is an occurrence during class lectures. At the same time, the delayed completion of key infrastructure projects—such as the North Wing expansion shows how the university’s physical capacity has yet to fully keep pace with the demands of a growing student population. 

Financial constraints also play a role in how the university functions. PUP received only ₱3.62 billion out of the ₱12.7 billion budget proposed by the administration—leaving a deficit of more than ₱9 billion. The university’s endeavors to expand its classrooms, create flexible class schedules, repair facilities, and improve campus infrastructure has hit a roadblock because of limited funding. This reduction would limit the resources needed for facility improvements and salaries for its employees, further affecting the quality of education promised to its Iskolars ng Bayan. 

With budget shortages delaying infrastructure projects, it leads to congested classrooms which can create a poor learning experience for its students. The consequences of this funding gap have already sparked major outcry within the community with around 15,000 students and staff staging protests such as the October 10 system-wide walkouts to condemn the low budget allocated by the government.

Environmental conditions add another layer to the challenge as the Philippines enters the hotter months of the year which is often intensified by El Niño—students are likely to spend long hours inside classrooms that are already crowded and poorly ventilated. Sweltering heat may reduce students’ concentration, comfort, and even affect their health. Being physically present in a classroom does not automatically translate into meaningful academic participation if the environment itself becomes a barrier to learning.

None of this is to say no to face-to-face learning, yet in-person interaction remains an essential part of higher education. Discussions become more dynamic, collaboration is easier, and certain courses simply require physical presence to be taught properly such as Tech-Voc programs. But returning to campus does not simply mean resuming old habits, it should also mean ensuring that learning conditions are genuinely improved.

The discussion, therefore, should not revolve around whether students are willing to travel long distances or adapt to face-to-face classes. The real question is whether the system supporting them is ready, the system being the university. Practical reforms could help ease the burden such as adjusted block schedules, clustering subjects on the same day, and fewer one-class days.

Students did not opt for PUP as it was the easiest option available. Many chose it because it represents an opportunity—a university that has long stood as a symbol of accessible public education. If it continues to live up to its reputation as a school for the masses, then the return to full face-to-face classes must go hand in hand with significant improvements that address the reality that students experience on a daily basis.

A half-open door signals welcome, but it also reveals hesitation. If the university is opening its classroom doors again, it must ensure that what lies behind these doors are fully prepared for its students as well.

Article: Gian Antonio Tribiana

Cartoon: Lara Tinos