AU Educate

Aarhus University Seal
You are here: Focus areas Pedagogical themes Engaging students in their learning

Student engagement

Overview

Student engagement doesn’t happen by itself. It grows out of the interplay between the academic content of a course and the learning communities the students become part of.

  

What makes students engage in a course?

A study conducted at Aarhus University (2026) suggests that student engagement is best understood as having two closely related dimensions:

  1. Students being engaged in the academic content of a course and participating actively in the learning activitites
  2. Students feeling that they belong to a social and learning community.

These two dimension are mutually reinforcing, meaning that student engagement is not shaped by one single factor but by the interplay between academic content of a course, the students' perceived learning outcomes, and the communities they become part of.

Kahu (2013) emphasises that engagement should be understood as a dynamic phenomenon that develops in the relationship between the student, the learning environment and the broader institutional context. Research also indicates that engagement is closely linked to learning outcomes, motivation, well-being and persistence (Trowler, 2010; Kahu & Nelson, 2018).

 

Why should we focus on student engagement?

Student engagement is vital for the students’ learning, motivation and well-being. It is not only about what you can see in the classroom. It’s about what the students are thinking, how they are feeling, and how much they are investing in their own learning process.

Student engagement also goes beyond individual personality traits or levels of motivation. It is continually shaped and influenced by teaching formats, the relationship between the students and the teachers, and the learning environment in which teaching takes place (Fredricks, Blumenfeld & Paris, 2004).
 

What does engagement look like?

When students are engaged in their course, they often feel that the teaching is meaningful, relevant and motivating. They invest in their learning with their attention, energy and reflection, and they participate actively in academic activities.

Student engagement can look different for different students. Some students express their engagement visibly by participating actively in class activities and dialogue, while others express it more indirectly through reflection, concentration and in-depth study. This underlines the importance of adopting a multi-faceted understanding of student engagement as something that is not always immediately visible or easily recognisable (Zepke, 2018).

How can you work with student engagement on your course?

How can you help students recognise their learning and progress?

As a teacher, you can help students recognise the academic progress they’re making and the value and relevance of your teaching. Watch this video to learn more about how to support students’ sense of progress.

[Translate to English:]       

How can you support students to feel psychologically safe, confident in their own abilities, and able to manage concerns?

As a teacher, you can help students feel confident that they can succeed and create a safe and manageable learning space. Watch this video to learn more about psychological safety for students.

[Translate to English:]       

Emotional engagement

Is about the students’ interest, motivation, sense of belonging and feeling that what they’re learning is meaningful (Fredricks et al., 2004).

Question for reflection:

  • How can I design my teaching so that students find the subject matter relevant, feel safe, and want to participate in the learning activities?

Cognitive engagement

Is about the students’ mental investment in the learning process – for example, reflection, problem solving and exploring the subject in detail (Biggs & Tang, 2011).

Question for reflection:

  • In which parts of your course do students have the opportunity to investigate, reflect on and work actively with complex academic issues?


Behavioural engagement

Is about visible participation – for example, turning up to class, participating actively, collaborating and contributing to discussions (Kuh, 2009).

Question for reflection:

  • Which of your teaching activities help more students participate actively and contribute to academic discussions in class?

Activities

    Examples of Practice

      Further Reading

      • Brandsford, J. D., Brown, A & Cocking, R. R. (2000): How People learn, Brain, Mind, Experience, and School. Washington, D. C. National Academic Press.
      • Darling, Hammond, Linda  (2008): Powerful Learning: What we know about Teaching for Understanding. San Francis co, Jossey-Bass.
      • Pintrich, P (2002): The role of Metacognitive Knowlegde in Learning, Teaching, and Assessing. Theory into Practice, 41 (4), 219 - 225.

      References:

      • Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University. Open University Press.
      • Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research, 74(1), 59–109.
      • Kahu, E. R. (2013). “Framing Student Engagement in Higher Education.” Studies in Higher Education, 38(5), 758–773.
      • Kahu, E. R. & Nelson, K. (2018). “Student Engagement in the Educational Interface.” Higher Education Research & Development, 37(1), 58–71.
      • Kuh, G. D. (2009). “What Student Affairs Professionals Need to Know About Student Engagement.” Journal of College Student Development, 50(6), 683–706.
      • Trowler, V. (2010). Student Engagement Literature Review. Higher Education Academy.
      • Zepke, N. (2018). “Student Engagement in Neoliberal Times.” Higher Education, 76, 693–703.

      Contact

      Please contact the editors at AU Educate if you have any questions about the content of the platform or if you need consultation on your teaching from one of the many skilled professionals at the Centre for Educational Development. 

      Revised 24.08.2026
      -
      AU Educate