Smart and Equitable Library Access: A Human-Centered Time-Tracking Policy for Congestion Management in a Cebu-Based Higher Education Institution
DOI:
https://doi.org/10.7719/jpair.v64i1.986Keywords:
Human-Centered Design, Library Congestion, Mixed-Method Research, Sustainable Development Goals, Time-Tracking PolicyDisciplines:
Academic Librarianship, Space ManagementAbstract
Library congestion is a persistent issue in many higher education institutions, limiting student access to study spaces and affecting overall academic productivity. This study explored the extent of congestion in the main library of a private higher education institution in Cebu City, Philippines, and examined student receptiveness to time-tracking policies as a potential solution. Specifically, it assessed patterns of library usage, seat occupancy behaviors, and perceptions of regulated stay durations through system-based interventions. A mixed-methods approach, guided by Human-Centered Design principles, was employed. Data collection included structured observations to monitor space utilization and seat turnover, student surveys with Likert-scale and open-ended questions, and analysis of entry-exit logs to identify peak usage periods and average dwell times. Findings revealed that specific library zones, particularly individual study areas and group tables, consistently experienced high occupancy with low turnover, designating them as congestion hotspots. Survey results showed moderate support for time-tracking policies, especially when flexible rules are applied during high-demand periods such as examinations. System log data confirmed peak congestion during midterms and finals. The study concludes that a time-tracking policy, developed with student-centered considerations, could significantly improve seat circulation, reduce overcrowding, and promote more equitable access to library resources. By integrating digital infrastructure to optimize space management, the research aligns with Sustainable Development Goals 4 on Quality Education and 9 on Innovation and Infrastructure. It highlights the potential of technology-driven solutions in creating inclusive, efficient, and student-responsive learning environments.
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References
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Copyright (c) 2026 Antoniette M. Almaden, Mc Clyde Ann P. Boholst, Christopher John Rubio, Axziel Jay Bartolabac, Clyde Justine Rosal, Benideck Longakit, Glenford Estimada
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article published by JPAIR Multidisciplinary Research is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
