Abstract. Flexible learning has emerged as a cornerstone of modern education, offering diverse modalities, online, offline, and blended that transcend traditional classroom boundaries. Initially adopted during the COVID-19 pandemic to ensure educational continuity, it has since evolved, addressing demands for accessibility and adaptability while revealing persistent challenges. This study investigates the lived experiences of 20 higher education students in Region 8, Philippines, navigating flexible learning during the pandemic. Using a qualitative, phenomenological approach and Colaizzi's method for analysis, the research explores students' academic, emotional, and social adaptations to flexible learning. Findings highlight students' resilience in the face of significant barriers, including limited digital access, inadequate infrastructure, and diminished social interactions. Students from rural and economically disadvantaged backgrounds faced disproportionate challenges, such as unstable internet connectivity and limited access to devices, which impeded their academic progress and heightened feelings of isolation. Emotional tolls were exacerbated by delayed feedback and the lack of immediate instructor support. A framework emerged from the study, addressing critical dimensions of flexible learning through three key components: Student-Centric Design, Accessibility Institutional Strategy and Support. Grounded in theories of Constructivism, Connectivism, and Behaviorism, the framework emphasizes fostering autonomy, improving infrastructure, and enhancing social engagement. The study underscores the importance of adaptive policies, robust institutional support, and inclusive strategies to bridge digital inequities and optimize flexible learning modalities. These insights offer a roadmap for developing sustainable, resilient, and inclusive education systems to meet the demands of an increasingly digital and interconnected world.