Financing Constraints and Sustainable Academic Resilience: A Cross-Context Comparative Analysis

Research purpose. This study examines how institutional support mechanisms shape students’ ability to manage financial constraints and sustain academic resilience in higher education. Using a cross-context comparative design, it evaluates whether support structures differ between Kosovo (KOS) and the Philippines (PHL) and identifies which institutional practices most effectively enhance students’ capacity to cope with financial pressures.

Design / Methodology / Approach. Survey data from 363 students were analysed using a comparative statistical framework that assessed institutional flexibility, administrative and financial support, and access to digital learning resources. The analytical strategy emphasises cross-country contrasts and the joint influence of these dimensions on perceived institutional support.

Findings. Perceived support levels were low in both contexts, but clear differences emerged. Students in KOS reported greater flexibility in lecture scheduling, wider access to recorded materials, and more consistent supplementary learning programs. Students in PHL perceived more limited institutional responsiveness, which constrained their ability to navigate financial barriers and maintain academic stability. Flexible scheduling and digital resource availability were the strongest contributors to perceived support.

Originality / Value / Practical implications. The study demonstrates that institutional responsiveness, particularly administrative flexibility and digital accessibility, plays a decisive role in strengthening the academic resilience of financially constrained students. The findings offer actionable guidance for higher education institutions seeking to reduce financial stressors through targeted organisational and digital reforms.