As the formal education system in the Philippines continues to grow, the Alternative Learning System (ALS) remains difficult to access in remote communities such as Dingalan, where distance and financial challenges affect learner participation. By mapping the travel time and distance between learners and Community Learning Centers (CLCs), the study identifies areas where access to education remains limited. The maps show how learners from scattered communities often travel long distances with limited transportation while also prioritizing work and daily needs over schooling.

Because of this, mobile learning becomes the most practical way for ALS teachers to reach learners outside traditional classrooms. However, the study also shows that many learners are unable to attend sessions regularly because their work schedules overlap with ALS classes. Insights from the proponent’s immersion as a mobile ALS teacher, together with interactions with teachers and learners, led to the development of Tara-ALS (Travelling ALS) — a mobile and site-responsive learning system designed to adjust to different places, schedules, and community conditions.

Rather than focusing only on the design of a mobile classroom, Tara-ALS also proposes a flexible system of movement and scheduling that works around the daily lives of both learners and teachers without disrupting their routines. Guided by mapped patterns of accessibility and movement, the thesis proposes mobile CLCs and small support interventions for underserved communities. Supported by Psychological Ownership Theory and the adaptable ideas of Archigram, the study explores how flexible and learner-centered spaces can improve retention and strengthen learners’ connection to education.