Reframing student engagement: a systems approach to bridging learner–lecturer dualities
本研究通过互动质性分析系统比较学生和教师对学生参与的看法，发现双方对参与的定义、指标和影响因素存在系统性差异，为改进教学和课程设计提供了依据。
Student engagement remains a global concern, particularly in applied disciplines where students must connect academic learning with professional practice. Although student engagement has been widely studied, far less attention has been paid to how lecturers conceptualise and experience it. This creates a duality gap: students and lecturers do not always define engagement in the same way, recognise the same indicators, or prioritise the same enabling and constraining conditions. As a result, efforts to foster engagement may lack a shared basis for action. This study addresses that gap by systematically comparing student and lecturer perspectives through Interactive Qualitative Analysis (IQA).IQA generated two Systems Influence Diagrams (SIDs): one from student accounts and one from lecturer accounts. Here, an engagement system refers to a participant-generated pattern of interrelated factors perceived to support or constrain engagement. The findings show that the student-generated and lecturer-generated engagement systems are organised differently, although they share common elements, including departmental influence, teaching methods, group dynamics, and personal attributes.Lecturers identified departmental conditions and constraints as foundational, with motivation as the ultimate outcome of engagement. Students, by contrast, emphasised social learning and peer interaction as signals of engagement. These differences create challenges for improving teaching, but also point to opportunities for educational change.By making these systemic patterns explicit, the study offers a model of engagement that highlights the connections between students, lecturers, and institutional context. The findings offer insights to enhance engagement in professionally oriented programmes and to inform policy, curriculum design, and educator development.