Abstract
This study examined the impact and adaptive strategies for managing technological interruptions on student learning. Particularly, this study used a narrative research design with students as the participants in the study. There where ten participants involved for the individual interview and another seven participants for the focus group interview. The data collections happened using a face-to-face interview and the data gathered has been analyze using Braun and Clarke model, using a self-made interview guide questionnaire to contextualized the questions. The result revealed that there are two themes on the students’ perception and coping with technological interruptions in learning, these are: frustration and reframing, and disengagement taking breaks. Meanwhile, there are two things on strategies are used by educators and students to manage technological interruptions which include: alternative learning methods, and seeking support. Furthermore, there are two emerging themes about the students’ recommendations to improve their learning in times of technological disruptions and that includes: provide digital literacy training and increase awareness of distractions. This study recommended that educational institutions prioritize the implementation of digital literacy training programs and distraction awareness initiatives to effectively manage technological interruptions and optimize student learning experiences. By providing students with the necessary skills and knowledge to navigate digital environments and identify potential distractions, institutions can empower them to adapt and thrive in the face of technological challenges.