This study examines students’ lived experiences in Flexible Learning Modalities (FLMs) through a constructivist lens, focusing on how learners negotiate autonomy, motivation, emotional well-being, and access to learning resources in digitally mediated environments. Grounded in Constructivist Theory, the research conceptualizes learning as an active process shaped by individual agency and socio-structural conditions. A qualitative research design was employed, utilizing focus group discussions and semi-structured interviews with higher education students who experienced flexible learning during pandemic and post-pandemic transitions. Data were analyzed using thematic analysis to identify recurring patterns in student experiences.

Findings reveal five interrelated themes: (1) autonomy and accountability in self-regulated learning, (2) transition challenges in adapting to digital learning environments, (3) motivation, engagement, and personal growth, (4) social isolation and emotional well-being, and (5) institutional strategy, accessibility, and policy support. Results indicate that FLMs fostered self-regulated learning, digital adaptability, and resilience; however, these gains were uneven due to persistent structural and digital inequities. Students reported difficulties in maintaining motivation, managing emotional strain, and sustaining engagement in the absence of stable institutional and technological support. Despite these challenges, learners demonstrated adaptive strategies such as goal-setting, peer collaboration, and self-directed problem-solving.

The study concludes that while FLMs enhance learner autonomy and flexibility, their effectiveness is contingent upon equitable access to digital infrastructure and robust institutional support systems. Strengthening policy frameworks is essential to mitigate disparities and ensure inclusive and sustainable flexible learning environments.