Teddy Bears Aren’t Teachers

Imagine being asked to practice clinical procedures on a teddy bear, perform engineering simulations without touching actual equipment, or train as a future diplomat by conducting mock negotiations through unstable internet connections and muted microphones. Absurd to imagine, right? Yet for many students, this may become reality after the Commission on Higher Education approved on April 8, 2026, a policy granting higher education institutions full flexibility to shift to 100% online classes amid the fuel and power crisis triggered by the ongoing conflict in the Middle East.

While online classes offer convenience—allowing students to study from the comfort of their homes—they also present a new challenge: adapting to a learning setup that does not equally serve all disciplines. Though it may reduce transportation costs, not every program can thrive behind a screen. Rather than implementing full online classes, institutions should recognize that hybrid learning provides the most practical and balanced solution—easing students’ financial burden while preserving the in-person instruction essential to many academic programs.

The conflict in West Asia has contributed to broader national challenges, affecting even the day-to-day lives of Filipinos. For many students, the financial burden of daily commuting is a reality they know all too well. According to Gas Watch PH, the average price of diesel has reached ₱151.90 per liter, while unleaded gasoline stands at ₱95.66 per liter. Correspondingly, transportation fares have also increased, with jeepney fares now at ₱14 from ₱12, making it increasingly difficult for students to manage their daily allowances. For those who travel long distances or rely on multiple rides, transportation costs consume a significant portion of their weekly budget. In light of these developments, universities must consider more flexible learning arrangements—an understandable and necessary response. Reducing the number of required on-campus days through hybrid learning can help ease this burden without completely sacrificing the structure and engagement of in-person education. After all, accessibility in education should not only mean making classes available, but also ensuring they remain financially sustainable for the students expected to attend them.

It is also important to recognize that while online learning reduces transportation expenses, it does not entirely eliminate costs. With students staying at home for longer periods, electricity consumption and internet usage naturally increase—both of which have also become more expensive in recent years. Families may still find themselves adjusting their budgets, not for fuel this time, but for higher utility bills and the need for stable internet connections. In some cases, unreliable connectivity may even disrupt learning more than physical distance does. This reinforces the idea that shifting entirely online is not a complete solution. A more measured approach—such as hybrid learning—helps distribute both academic and financial demands more sustainably across different learning environments.

However, shifting from full face-to-face to online classes, while financially practical for some, exposes a critical limitation: not all programs can function effectively in a virtual setup. Programs such as laboratory sciences, engineering, medical and allied health, and even social science and communication majors depend heavily on in-person instruction. These fields require direct practice, experimentation, and real-time supervision that online lectures and digital materials cannot fully replicate. A purely online learning environment risks compromising the quality and competence of future professionals whose fields rely on practical experience.

While CHED’s recent policy grants higher education institutions flexibility based on institutional readiness, it also emphasizes that learning outcomes must not be compromised. This is where hybrid learning—the combination of online and face-to-face modalities—emerges as the most balanced and practical solution. Lecture-based discussions, readings, and theoretical components can be effectively delivered online, allowing students to save on transportation costs and reduce daily travel. Meanwhile, courses that require laboratories, hands-on training, and real-world application can still be conducted on campus where proper equipment, supervision, and interaction are available. In this way, hybrid learning does not merely divide learning modes—it strategically assigns them according to what best supports student understanding and skill development.

It is true that online classes offer convenience, but convenience should not come at the expense of preparedness and skill development. Education—particularly in higher education—must remain adaptive without lowering academic standards.

As universities respond to the realities of rising fuel costs and energy crises, flexibility in education has become more necessary than ever. But flexibility should not come at the expense of educational quality or equal learning opportunities across disciplines. While full online classes may offer temporary convenience, they are not a one-size-fits-all solution for higher education. Hybrid learning presents a more thoughtful and balanced alternative—one that addresses financial realities while preserving the in-person experiences essential to many academic programs. Because while students may adapt to changing modes of learning, no future professional should have to master practical skills on a teddy bear, engineer through simulations alone, or negotiate diplomacy through a frozen screen simply because the world became more expensive.