MINI REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1574886
This article is part of the Research TopicAlong the Path to Recovery: Supporting Student Learning Motivation, Engagement and Development in Post-Pandemic Higher EducationView all 18 articles
Exploring the Impact of Online Education on Student Engagement in Higher Education in Post-COVID-19: What Students want to get?
Provisionally accepted
- 1School of Continuing Education, Nanjing University of Science and Technology, Nanjing, Liaoning Province, China
- 2Griffith Business School, Griffith University, Southport, Queensland, Australia
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The sudden outbreak of COVID-19 has led to an unprecedented impact on traditional higher education classrooms. To ensure that students can continue receiving quality education, online learning has become a mainstream mode of instruction. Therefore, increasing student engagement become a key priority for teachers in online teaching contexts. Currently, few systematic literature reviews have examined student engagement in education during the Post-COVID-19 era. To address this gap, the present study aims to explore the key factors that influence student engagement in classroom settings in this context. We screened 30 keyword-related papers from 498 papers generated from the Web of Science and Scopus databases and used the 2020 PRISMA process program to screen the papers. After reviewing related studies, this study examined the characteristics of student engagement about cognitive, affective, and behavioral dimensions. Meanwhile, we analyzed impact online education has on student engagement. We founded that all three dimensions have an interrelated impact on student engagement. Teachers' support for students' cognitive and emotional needs plays a vital role in fostering their behavioral engagement. This article can help educators better understand the definition of engagement and the factors that influence student engagement in the classroom.
Keywords: student engagement, Online Education, Higher Education Students, Post-COVID-19, Teaching and Learning
Received: 11 Feb 2025; Accepted: 19 Jun 2025.
Copyright: © 2025 Deng and Yang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Ziqi Deng, School of Continuing Education, Nanjing University of Science and Technology, Nanjing, Liaoning Province, China
Zhi Yang, Griffith Business School, Griffith University, Southport, 4222, Queensland, Australia
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.