An exploration of teachers’ perceptions towards student engagement in technology-assisted learning classrooms at a sino-foreign university in China

This study explores faculty perceptions of student engagement in technology-assisted classrooms at a Sino-foreign university in China. Using semi-structured qualitative interviews with 12 faculty members and a thematic analysis approach guided by a student engagement framework, the study identifies three main themes: (1) challenges in enhancing student engagement, such as student passivity; (2) effective teaching strategies, such as content relevance; and (3) the challenges and benefits of using student response systems. The findings provide valuable insights into the challenges academic staff face and the strategies they use to foster student engagement in technology-assisted classrooms within a Sino-foreign university setting. This study contributes to the literature by providing a foundation for future experimental research aimed at mitigating student disengagement and supporting faculty in technology-enhanced learning environments.