Stakeholder engagement is an ongoing commitment to students’ self-learning, especially during these trying times. Consequently, they are considered partners who are attentive to learners’ welfare and academic performance in and out of school. With this, the present paper is hitched on the aim of determining stakeholders’ engagement to students’ self-learning during the pandemic with the end view of proposing a creative learning environment for the latter. The descriptive research design was used to ascertain the participations of stakeholders to students’ self-learning during the transition from teacher-learning responsibilities to student-learning responsibilities. A researcher-constructed questionnaire was used and distributed to concerned respondents to gather the needed data. Students have only exercised occasionally or sometimes their goal setting and self-reinforcement as compared to their self-monitoring and self-instruction, which were done often as manifestations of their selflearning activities. On the other hand, respondents cited that there were activities that they have done to help the learners’ transit from the teacher-learning to studentlearning responsibilities, though there were problems experienced during this shift. This study is however limited to the assessments done by respondents on the engagement of stakeholders in helping learners cope with the shift. This then may require further assessments and validation for improved outputs. This study then aimed to contribute to the Continuity Plan of the Department for the success of the shift from the old mode of learning delivery to the ‘new normal’ learning delivery.

Keywords : Self-Learning; Stakeholders’ Engagement; Community Partnership