The COVID-19 pandemic has affected all societal sectors, including healthcare, economy, lifestyle, and education. Within the educational realm, the pandemic has brought to light significant challenges, potentially leading to an educational crisis if left unaddressed. One promising avenue to tackle these challenges is the adoption of flexible learning modalities. However, there exists a gap in understanding the specific hurdles and strategies necessary for the successful implementation of such approaches. Presently, Higher Education Institutions (HEIs) in the Philippines are grappling with this transition, striving to adapt to the new normal while navigating the complexities of flexible learning methodologies. The fLexNU Initiative was launched to delve into the challenges faced by professors during this transition and to devise effective strategies to address them. Ninety-five professors from a university in Dagupan City, Pangasinan, Philippines, participated in this action research endeavor. Methodologically, the study adhered to Mertler's educational action research model, characterized by a four-stage iterative process: planning, acting, developing, and reflecting. Additionally, Deming's Plan-Do-Check-Act Cycle served as the overarching framework for formulating the action plan. Several challenges emerged through rigorous inquiry, including limited resources, technological proficiency gaps, time constraints, differing implementation approaches, reluctance to depart from traditional teaching methods, lack of familiarity with flexible learning paradigms, and insufficient student support mechanisms. In response, a multifaceted approach was employed, encompassing the provision of necessary technological resources. enhancement of faculty members' technological competencies, and establishment of robust student support services. The researchers advocate for administrators of HEIs to adopt the action plan, which incorporates diverse models aimed at facilitating the transition to flexible learning.