This study explores the coping strategies employed by teacher education students in a blended learning environment and examines their levels of self-regulation, social support, and time management. A descriptive-survey research design was employed, and data was collected from 114 teacher education students in a state university in the Philippines. The findings reveal that students possess high levels of self-regulation, social support, and time management skills, indicating their adaptability to blended learning. Seeking social support emerged as the most common coping strategy, followed by time management and planning, setting priorities and goal setting, and active problem-solving. The results highlight the importance of fostering a supportive environment and enhancing students' self-regulation and time management skills. Recommendations include providing workshops on self-regulation and time management, promoting peer interaction and mentorship opportunities, integrating problem-solving activities into the curriculum, and prioritizing mental health and well-being through counseling services and wellness initiatives.
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