Overview: A swift shift to safety-focused learning
Following Friday’s magnitude 7.6 earthquake and subsequent aftershocks, schools across Soccsksargen (SOX) have moved from traditional classroom instruction to blended and asynchronous learning. Local governments announced temporary suspensions of face-to-face classes to allow engineers and safety officials to conduct thorough structural assessments of school facilities. The governing aim is to safeguard students, teachers, and staff while ensuring educational continuity amid ongoing aftershocks.
Local responses and timelines
In General Santos City, authorities announced asynchronous learning for Monday, October 13, and Tuesday, October 14, as engineers assess school buildings. A public advisory on the city government’s Facebook page stressed that inspections and safety assessments are essential for protecting all school stakeholders and addressing mental and emotional well-being during a period of uncertainty.
Across Sarangani province, Governor Rogelio D. Pacquiao issued Executive Order No. 32, Series of 2025, suspending face-to-face classes province-wide on the same dates. The order directs the implementation of alternative learning modalities, while noting that government work would continue and face-to-face classes would resume only after engineers issue written clearances.
Other municipalities in South Cotabato followed suit with one-day suspensions to accommodate structural evaluations. Polomolok, Tantangan, Kidapawan, and Norala each announced asynchronous or blended options for the day, allowing schools to conduct the necessary safety checks without compromising student safety.
What blended and asynchronous learning look like now
Educators are leveraging a mix of asynchronous modules, online platforms, and limited in-person activities as fit-for-purpose solutions while facilities undergo inspections. Teachers may share recorded lectures, digital assignments, and guided activities that students can access on their own schedules. Where possible, schools also provide live, short virtual sessions to maintain engagement and clarify safety-related concerns. The approach prioritizes continuity—ensuring students continue learning even when classrooms remain closed or partially usable.
Why safety checks drive the shift
The immediate priority is a comprehensive structural assessment of all school facilities. Engineers examine building integrity, roof conditions, electrical systems, and accessibility features to ensure spaces are safe for reopening. The period of blended learning allows for these checks to proceed without risking student or staff safety. Officials emphasize that written clearance from engineers will determine when normal, in-person classes resume.
Implications for students and families
For students, the transition to blended and asynchronous learning can be both a challenge and an opportunity. While some may welcome the flexibility of self-paced study, others may require additional support, reliable internet access, and clear guidance on assignments. Schools and local governments are focusing on mental health and emotional stability, recognizing that natural disasters and aftershocks can heighten stress and anxiety. Parents are encouraged to maintain routines, monitor progress, and communicate with teachers about accessibility issues.
What happens next
Officials expect continued monitoring as aftershocks persist. Once engineers complete inspections and supply written clearances, face-to-face classes are planned to resume gradually, prioritizing safety. In the meantime, authorities will assess the effectiveness of blended learning approaches, ensuring students remain engaged and informed while facilities are deemed safe for full operations.
Closing thoughts
Soccsksargen’s multi-city response demonstrates a careful balance between educational continuity and safety. By adopting blended and asynchronous learning modalities, the region can maintain progress in learning while authorities verify the resilience of school infrastructure in the wake of a seismic event.
