covid-19

THE PREDICTED fuel price increase in the coming days will not only affect motorists, but its impact will cascade throughout the economy, eventually reaching individual households. Higher fuel costs often translate into higher transportation fares and increased logistics expenses, which in turn raise the prices of consumer goods. 

In short, the burden of rising energy costs is rarely confined to the gasoline pump; it spreads across daily life.

At a time when Filipino households are already adjusting to inflationary pressures, policymakers and institutions should consider practical measures to cushion the economic impact. In this regard, the higher education sector has an opportunity to contribute to this effort.

As a part-time university lecturer based in Metro Manila, I believe that universities should begin discussing proactive steps to mitigate the effects of rising fuel prices on students and faculty alike. One possible approach is to temporarily shift some classes online or adopt hybrid delivery systems. While such proposals may evoke memories and struggles of pandemic-era learning, the objective today is different. The goal is not to respond to a public health crisis but to manage the economic strain caused by rising energy costs.

In practical terms, universities can prioritize general education and lecture-heavy courses for a full online transition. Subjects that rely primarily on discussion, lectures, and reading materials can be effectively delivered through virtual platforms. Meanwhile, laboratory-based courses and other subjects requiring physical facilities can adopt a hybrid arrangement that combines online instruction with scheduled in-person sessions.

Such a system would allow universities to reduce the volume of daily commuting without compromising the essential components of face-to-face learning. In a country where millions of students travel to and from campuses each day, even a partial reduction in commuting could translate into meaningful savings in fuel consumption and transportation expenses.

Of course, the suggestion to temporarily return to online learning may encounter resistance. The experience of distance education during the COVID-19 pandemic exposed several challenges within the Philippine education system. Internet connectivity remains uneven across the archipelago, and not all students have equal access to digital devices. Many instructors also struggled with the sudden transition to virtual teaching methods in the early stages of the pandemic.

These concerns are valid and should not be dismissed. Yet, it is equally important to recognize that the higher education sector has already undergone a period of adaptation since 2020. Universities have invested in digital platforms, faculty training, and learning management systems that did not exist at the same scale before the pandemic. Both professors and students have accumulated several years of experience navigating online classrooms.

In many universities abroad, asynchronous modules, recorded lectures, and hybrid teaching models have continued even after the pandemic subsided. Rather than abandoning digital tools entirely, institutions have integrated them into a more flexible learning environment. The Philippines can draw lessons from these practices by refining the hybrid models that emerged during the pandemic years.

Admittedly, not all levels of education can adopt this approach without difficulty. For this reason, any temporary shift toward online or hybrid learning should focus primarily on college students rather than younger learners.

There are several reasons behind this proposal.

First, university students generally possess the level of independence and study habits necessary to navigate and maximize online learning environments. Compared to younger students, they require less supervision and can manage reading materials, assignments, and recorded lectures with greater autonomy.

Second, the current generation of college students has already experienced fully online education during the pandemic. While the experience was far from perfect, it nonetheless familiarized them with digital learning platforms, virtual discussions, and remote assessments. In other words, the transition back to temporary online arrangements would not represent an entirely unfamiliar system.

Third, implementing similar measures in elementary and secondary education could place additional strain on an already challenged educational system. Younger learners require more structured supervision and face-to-face interaction to support cognitive development. Abrupt shifts in these levels may risk further exacerbating the learning gaps that emerged during the pandemic.

Focusing adjustments on higher education, therefore, allows policymakers to introduce flexibility without undermining the stability of basic education.

Another consideration involves the relationship between commuting patterns and urban congestion. In major metropolitan areas such as Metro Manila, a significant portion of daily traffic consists of students traveling to and from universities. Reducing this flow during the energy crisis could contribute to easing congestion while simultaneously lowering transportation expenses for families.

The potential benefits extend beyond individual households. A modest reduction in daily commuting would also help lower fuel consumption at a time when global energy markets remain volatile. While universities alone cannot resolve the broader energy challenges facing the country, they can still play a role in mitigating some of the immediate economic pressures experienced by students and their families.

Importantly, the proposal to expand online or hybrid learning should not be interpreted as a permanent shift away from campus-based education. Universities must remain as spaces where intellectual exchange, mentorship, and community life flourish through face-to-face interaction. The purpose of this suggestion is not to replace these experiences but to introduce flexibility during periods of economic strain.

In this sense, the proposal is best understood as a temporary policy adjustment rather than a long-term structural change. By strategically combining online lectures with selective in-person sessions, universities can maintain academic continuity while helping students navigate the rising cost of daily commuting.

Brian U. Doce is a scholar-practitioner with a background in politics and international relations. He lectures at several universities in Metro Manila and has extensive experience in business–government relations, policy advocacy, and diplomacy. He may be reached at scholarbud@gmail.com.