Financial Challenges and Coping Mechanisms of Automotive Technology Working Students in Northern Luzon: A Qualitative Case Study

Abstract

This study aimed to explore the financial challenges and coping strategies of working students enrolled in the Automotive Technology program in Northern Luzon, Philippines, and to examine how these challenges shape their academic engagement, well-being, motivation, and self-efficacy. A qualitative case study design was employed to capture in-depth accounts of students' lived experiences. The study was conducted at Mariano Marcos State University, College of Industrial Technology, during the academic year 2024–2025. The sample consisted of purposively selected Automotive Technology students who were simultaneously engaged in part-time or full-time employment while pursuing their studies. Data were collected through validated semi-structured interviews, which elicited narratives on financial strain, work–study balance, coping mechanisms, and support systems. All interviews were audio-recorded, transcribed verbatim, and analysed using Braun and Clarke’s reflexive thematic analysis. The results revealed five major themes: financial challenges and instability, academic challenges and commitment, well-being and emotional balance, motivation and self-efficacy through meaning-making, and the role of support systems and future aspirations. Findings indicated that persistent financial hardship significantly affected students’ academic participation and well-being; however, students demonstrated resilience through strategic budgeting, time management, positive reframing, and reliance on family and peer support. Despite physical and emotional strain, strong motivation, self-efficacy, and goal-oriented meaning-making enabled students to persist in their studies. In conclusion, the study highlights that while financial stress remains a central barrier for Automotive Technology working students, adaptive coping strategies and support systems play a critical role in sustaining academic persistence. The findings underscore the need for integrated institutional interventions, including financial aid, flexible academic policies, and mental health support, to holistically address the realities of working students in technical-vocational education.