Bartolome Laarnie O.¹, Tobias Sherilyn P.², Wais Armilyn H.^3,

The ongoing conflict between Israel and Iran has triggered significant disruptions in global oil supply chains, particularly with the threatened closure of the Strait of Hormuz — a critical chokepoint through which a substantial portion of the world's petroleum passes — resulting in sharp increases in fuel prices that have reverberated across energy-dependent economies like the Philippines. As electricity generation in the country remains heavily reliant on imported fossil fuels, these price surges have directly translated into higher power costs and supply uncertainties that strain the operational capacity of higher education institutions dependent on energy-intensive physical infrastructure. This volatile energy landscape underscores the urgent need for flexible work and learning arrangements in Philippine HEIs, as shifting toward blended, asynchronous, or reduced on-site modalities presents a pragmatic response to minimize energy consumption while sustaining academic continuity amid externally-driven socio-environmental crises. The convergence of multiple crises—a global pandemic, escalating oil prices, and increasing frequency of extreme weather events—has disrupted traditional educational delivery in Philippine higher education institutions (HEIs). These pressures have compelled institutions to adopt flexible work and learning arrangements (FWLAs), combining work-from-home (WFH) for faculty and staff with online, onsite, and hybrid class modalities. Most recently, the Philippine government declared a State of National Energy Emergency on March 24, 2026, prompting the Commission on Higher Education (CHED) to authorize all HEIs to shift to 100% online instruction, and the Department of Education (DepEd) to allow blended learning for private schools. This systematic literature review (SLR) examines studies published from 2019 to 2026 to synthesize current knowledge on the adoption, implementation, challenges, and outcomes of flexible work and learning arrangements in Philippine HEIs and comparable contexts, with particular relevance to provincial universities in Nueva Vizcaya, Cagayan Valley. Following PRISMA guidelines, 47 studies were screened across Scopus, Web of Science, ERIC, Philippine E-Journals, ResearchGate, and official government repositories. Sixteen (16) primary studies met inclusion criteria and were subjected to thematic analysis. Five major themes emerged: (1) the policy landscape driving flexible arrangements, (2) faculty WFH experiences—productivity, well-being, and burnout, (3) student learning outcomes and engagement in hybrid/online modalities, (4) institutional readiness and digital infrastructure, and (5) the equity and access implications for rural and provincial HEIs. Flexible work and learning arrangements in Philippine HEIs are no longer emergency stopgaps but are becoming institutionalized responses to recurring socio-environmental crises. However, sustainable implementation requires deliberate policy design, adequate digital infrastructure, faculty development, and equity-centered approaches all of which are particularly urgent for institutions in geographically vulnerable regions such as Nueva Vizcaya.

work from home, flexible work arrangements, hybrid learning, blended learning, online education, Philippine higher education, oil price crisis, extreme weather