Student engagement is declining across higher ed.

Most higher ed professionals have observed low student engagement in their classrooms and lecture halls. But have we ever really stopped to ask why? Some may see this as a generational issue, but looking at the broader systemic factors can help uncover practical solutions.

The Hidden Factors Behind Student Engagement Struggles

Student engagement isn’t just about participation—it’s a mix of physical, emotional and cognitive involvement.

Educators often gauge engagement through body language, such as smiling, nodding, taking notes or participating in discussions. But these signs don’t always reveal how deeply students are engaged. Active learning techniques, like group activities and hands-on tasks, can provide better insights, though they can be harder to implement in large classes. It may not be manageable if you have 200 students in your lecture hall.

Emotional engagement is another key aspect. Educators might notice how students interact with peers, support one another, and communicate. But tracking deeper emotional responses—like self-reflection, persistence, or resilience—is tough, especially in larger classes. If educators have more than 20-30 students in the room, they may not have time to discuss ideas, outputs, and reflections with each student or student group to ‘sense check’. 

More importantly, not every educator who works for an institution would have a holistic ‘learning analytics’ to track such qualitative data in the learner profiles and learning management systems. Universities’ learning management systems often focus on surface-level data like attendance and grades rather than these qualitative insights.

Cognitive engagement is about how students process and apply knowledge. Problem-solving, critical thinking and analysis all play a role. However, ensuring every student reaches learning outcomes is difficult, especially when institutions push for more group-based and interactive classes. Without individual assessments, engagement can be hard to measure.

Financial Pressures, Mental Health and the Student Experience

Demystifying the root cause of perceptions of low student engagement remains challenging. 

Many educators recognize that personal challenges, such as financial burdens, often drive students to prioritize part-time or full-time paid employment over their academic commitments. The ongoing cost-of-living crisis further exacerbates these pressures, sometimes contributing to mental health struggles like depression. 

Although university support services play a crucial role in addressing these issues, educators are also responsible for understanding these challenges. By doing so, we can refine our teaching approaches to support student engagement and success. 

Educators often see a lack of confidence holding students back, and that struggle is often tied to gaps in independent learning and critical thinking skills. Add in factors like specific learning difficulties and cultural awareness, and the challenges become even more complex, especially when they vary between local and international students. In a packed lecture hall, spotting these needs isn’t always easy, and let’s be honest, most students won’t readily bring them up.

Gen Z and Gen Alpha’s Learning Preferences Are Changing Higher Ed

Research from organizations like UCAS suggests that Gen Z and Gen Alpha value higher education that allows for greater study-work-life balance. But beyond flexibility, this generation, shaped by social media, emphasizes life purpose, constantly reflecting on what their education means for their future and careers.  

They’re also looking for a different kind of learning experience. Instead of sitting through lectures packed with academic theory, Gen Z and Gen Alpha want to tackle real-world challenges, using themes and frameworks to find solutions. They are drawn to hands-on experimentation with AI and VR technologies, preferring to explore their career options independently rather than relying solely on university career services. For educators, this shift presents an opportunity to rethink how we engage students and prepare them for the evolving workforce.

Are Educators’ Expectations Out of Step with Today’s Students?

Educators expect Gen Z and Gen Alpha students to take an active role in their learning by contributing to class discussions or using technology to enhance collaboration. But here’s a surprise: many of them are more comfortable typing quickly and accurately on their phones than on laptops when taking notes or creating presentations. That’s partly because typing may no longer be taught in high schools in some countries, such as the US. 

Independent learning is another key expectation. Educators assume students will take ownership of their learning by managing assignments, reflecting on progress and building the skills needed to learn independently.  But that is easier said than done, especially for students still transitioning from structured learning environments, like first-year undergraduates or new postgrads.  

Then there’s critical thinking—something every educator wants students to develop. But how do you teach it when many students are still working on independent learning skills? Critical thinking isn’t just about analyzing information; it’s about breaking down issues, assessing logic and impact and applying different thinking modes, from moral reasoning to scientific analysis. Helping current students sharpen these skills requires rethinking how we teach, assess and engage in the learning process.

Bridging the Gap: Strategies for Meaningful Student Engagement

Educators need to recognize that their expectations don’t always align with those of Gen Z and Gen Alpha students. Understanding why engagement is low starts with asking the right questions. Tools such as the five whys can help uncover root causes and categorize students into different learner personas, making it easier to design learning experiences that connect with the curriculum and key graduate attributes. 

Active learning strategies, such as flipped classrooms, gamification, and collaborative learning, can boost engagement, but they only work if students buy into a culture of independent learning. That means universities and educators need to foster environments where students take ownership of their learning. Encouraging learning-led communities, promoting growth mindsets and offering coaching programs can help students build the confidence and skills they need to stay engaged.