This study investigated teachers' perspectives on handling Bajao learners in the context of blended learning. Phenomenological qualitative research using interviews with seven (7) faculty members from Sta. Ana District, Davao City Division, was undertaken in order to contribute teachers' voices dealing with indigenous learners while implementing distance education. In-person interviews were conducted, audiotaped, transcribed, and evaluated for recurring themes. Several themes emerged from the teachers’ experiences with Bajao learners. Most of the participants shared their perspectives on the struggles of Bajao learners. Many expressed that Bajao learners and their families were reluctant to report symptoms for fear of financial and physical health consequences. Access to digital resources was a major issue for staying on track with distance learning. Many were unable to afford or have access to their daily necessities. Family financial strain, agitation, a poor learning environment, and behavioral fatigue posed challenges for teachers. In view of the above results, teachers must adopt certain strategies, such as (a) alternative student assessment delivery, (b) encouraging parental support through communication and a positive approach, and (c) outsourcing and the use of personal funds to meet needs. Participants reflected on teaching ideals and expressed their preference for face-to-face delivery. The review of blended learning delivery and the enhancement of programs aimed at improving Bajao's quality of life were also observed. Therefore, it is recommended that public and private institutions collaborate to create culture-based instruction for Bajao learners.

Keywords: lived experiences, blended learning, Bajao learners, phenomenological approach