Understanding Work Immersion Challenges in Electrical Installation and Maintenance: A Qualitative Case Study from Surigao del Sur

Abstract

 Preparing technical-vocational learners for industry requires more than classroom-based technical instruction; it depends on how effectively school learning aligns with authentic workplace demands. This study explored the work immersion experiences of Grade 12 Electrical Installation and Maintenance (EIM) students in Surigao del Sur, Philippines, with particular attention to the challenges encountered by students and their industry mentors throughout the immersion process. A qualitative case study approach was employed, involving semi-structured interviews with 20 student participants and 13 workplace mentors from partner industries. Interview data were examined through thematic analysis to identify recurring patterns and points of convergence and divergence across participant groups. The findings generated five interconnected themes that characterized the work immersion experience: disparities between school-based training and workplace technologies, challenges in adjusting to professional workplace culture, communication barriers affecting instructional delivery, limitations imposed by the short duration of immersion, and the competing mentoring and operational responsibilities of industry personnel. While both participant groups acknowledged the importance of practical workplace exposure, their perspectives differed in emphasis. Students primarily associated successful immersion with opportunities to strengthen technical competence through sustained hands-on practice, whereas industry mentors emphasized adaptability, communication, and professional work attitudes as equally essential competencies. The study demonstrates that successful work immersion extends beyond technical skills acquisition and depends on the alignment of curriculum, workplace expectations, and collaborative mentoring practices between schools and industry partners. Strengthening institutional partnerships, synchronizing instructional resources with current industry standards, and establishing structured mentoring mechanisms may enhance the capacity of work immersion programs to prepare graduates for the evolving demands of the technical-vocational workforce.