Barriers to online tutoring in pre-university education: systematic literature review and structural interdependencies in a Philippine case

Online tutoring is recognized as a vital component for pre-university students, offering academic support and skill development crucial for higher education transitions. While its importance as an intervention and alternative to traditional instruction has grown, particularly with the rise of remote learning, current research has not adequately explored the systemic barriers to its successful implementation. This study aims to address this gap by systematically identifying and analyzing these barriers within the context of pre-university education in the Philippines.

Why it matters

Understanding the barriers to online tutoring is strategically important because it directly impacts the effectiveness of educational support systems for students transitioning to higher education, especially in contexts with increased reliance on remote learning. Identifying these obstacles allows for targeted interventions and policy development to enhance educational access and quality, fostering a more skilled future workforce.

Key insights

• Online tutoring is considered crucial for pre-university students to gain academic support and essential skills for higher education.
• The shift to remote learning has positioned online tutoring as both an intervention and an alternative instructional method.
• Existing research primarily focuses on factors influencing the adoption and effectiveness of online tutoring.
• There is a gap in systematic exploration of barriers to successful online tutoring implementation.
• This study specifically targets the identification and analysis of barriers to online tutoring in pre-university education in the Philippines.
• The research employs a systematic literature review as its initial component.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1875337