Understanding Student Engagement in Higher Education: The Contribution of Academic Library Spaces
DOI:
https://doi.org/10.62997/psi.2025a-41076Keywords:
Library Spaces, Students Learning, Engagement, Academic Library, Higher EducationAbstract
This study has been designed to analyze the role of academic library spaces to foster participation of students in learning at tertiary level. Academic library spaces have been providing facilitative environment to the students for their learning. The study has been based on quantitative study design and conducted at a public sector university. The students of sociology and economics constitute the population of the study. A sample of 212 students has been selected through proportionate random sampling technique by using sampling frame. A cross-section survey has been conducted using structured questionnaire. The questionnaire has been based on different sections and an attitudinal scale of (dis)agreement has been used to measure the response of the students. A pilot testing has been done to check the reliability of the tool and the data analysis include Chi-Square, and regression analysis to draw results and conclusion. The study findings point out that silent zone spaces, creative learning, and collaborative learning have favorable effects on engagement of students in learning. Similarly, communication skills learning, active learning, and effective learning have also predicted participation of students in learning at tertiary level. The study findings indicate that academic library spaces have contributed towards the engagement of students in learning process in higher education. Further, the study also indicates that engagement of students in learning has been linked with the academic library spaces in higher education.
References
Ahmad, J., Ahmad, A., Shoaib, M., & Shaukat, B. (2021). Public Library Online Information Resources to Library Patrons during COVID-19 Pandemic: A Case of Higher Education Institutions. Library Philosophy and Practice, 1-14. https://digitalcommons.unl.edu/libphilprac/6147/
Ahmad, J., Shoaib, M., & Shaukat, B. (2021). Academic Library Resources and Services at Higher Education Institutions during COVID-19 Pandemic: A Case of Students’ Satisfaction. Library Philosophy and Practice, 1-17. https://digitalcommons.unl.edu/libphilprac/6183
Ali, R., Zaman, M. A., & Shoaib, M. (2024). Trends of Research Visualization of Gender Inequality, Equality, and Equity: A Bibliometric Analysis from 1981 to 2020. Pakistan Journal of Law, Analysis and Wisdom, 3(8), 237–252.
Andrews, C., Wright, S. E., & Raskin, H. (2016). Library learning spaces: Investigating libraries and investing in student feedback. Journal of library administration, 56(6), 647-672. https://doi.org/10.1080/01930826.2015.1105556
Appleton, L. (2020). Academic Libraries and Student Engagement: A Literature Review. New Review of Academic Librarianship, 26(2-4), 189-213. https://doi.org/10.1080/13614533.2020.1784762
Arshad, H. K., Anwar, B., & Shoaib, M. (2024). Nexus of Classroom Environment and English Language Learning Skills in Higher Education in Pakistan. Qlantic Journal of Social Sciences, 5(3), 58-67. https://doi.org/10.55737/qjss.336091511
Atkinson, J. (2017). Academic Libraries and Quality: An Analysis and Evaluation Framework. New Review of Academic Librarianship, 23(4), 421-441. https://doi.org/10.1080/13614533.2017.1316749
Børte, K., Katrine, N., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615. https://doi.org/10.1080/13562517.2020.1839746
Boud, D., & Bearman, M. (2024). The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory, 56(5), 459-468. https://doi.org/10.1080/00131857.2022.2114346
Bowden, J. L.-H. (2022). Analogues of engagement: Assessing tertiary student engagement in contemporary face-to-face and blended learning contexts. Higher Education Research & Development, 41(4), 997-1012. https://doi.org/10.1080/07294360.2021.1901666
Brine, A., & Knight, A. (2021). Acquisitions and the Accelerated Shift to Digital in Academic Libraries in the UK: Reflecting on the Covid Experience at De Montfort University and Imperial College London. New Review of Academic Librarianship, 27(3), 380-396. https://doi.org/10.1080/13614533.2021.1976231
Brooks, S. D., Dean, A. S., Franklin-Phipps, A., Mathis, E., Rath, C. L., Raza, N., ... & Sundstrom, K. (2020). Becoming-academic in the neoliberal academy: A collective biography. Gender and Education, 32(3), 281-300. https://doi.org/10.1080/09540253.2017.1332341
Cerbo, M. A. (2012). The Academic Library Online: Is the Future of Academic Libraries a Virtual Reality? Technical Services Quarterly, 29(3), 181-192. https://doi.org/10.1080/07317131.2012.681278
Chau, S., & Cheung, C. (2018). Academic satisfaction with hospitality and tourism education in Macao: the influence of active learning, academic motivation, and student engagement. Asia Pacific Journal of Education, 38(4), 473-487. https://doi.org/10.1080/02188791.2018.1500350
Childrey, C. (2025). Scaling Innovation: How Academic Library Leaders Can Develop and Sustain Next Generation Makerspaces for Student Success and Community Engagement. Journal of Library Administration, 65(2), 235-243. https://doi.org/10.1080/01930826.2024.2437965
Cox, A., Tim, H., & Keating, P. (2012). Accommodations: staff identity and university space. Teaching in Higher Education, 17(6), 697-709. https://doi.org/10.1080/13562517.2012.658554
Dall’Alba, G., & Bengtsen, S. (2019). Re-imagining active learning: Delving into darkness. Educational Philosophy and Theory, 51(14), 1477-1489. https://doi.org/10.1080/00131857.2018.1561367
Donkai, S., Atsushi, T., & Mizoue, C. (2011). Academic libraries as learning spaces in Japan: Toward the development of learning commons. The International Information & Library Review, 43(4), 215-220. https://doi.org/10.1080/10572317.2011.10762903
Harland, F., Glenn, S., & Bruce, C. (2018). Aligning Library and University Strategic Directions: A Constructivist Grounded Theory Study of Academic Library Leadership in Australia and the U.S.A. New Review of Academic Librarianship, 24(3-4), 263-285. https://doi.org/10.1080/13614533.2018.1498797
Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14. https://doi.org/10.1080/02602938.2014.881978
Howe, A. (2011). Best Practice in Disability Provision in Higher Education Libraries in England Specializing in Art, Media, and Design. New Review of Academic Librarianship, 17(2), 155-184. https://doi.org/10.1080/13614533.2011.610213
Jach, E., & Trolian, T. L. (2022). Applied Learning Experiences in Higher Education and Students’ Attitudes toward Professional Success. Journal of Student Affairs Research and Practice, 59(4), 401-418. https://doi.org/:10.1080/19496591.2021.1967758
Kamarudin, S., Mohammad, S. H., Yussra, J., Muhammad, S., & Mohammadi, P. (2023). Students’ behavioural intention towards e-learning practices through augmented reality app during COVID-19 pandemic in Saudi Arabia. Interactive Learning Environments, 31(9), 5715-5731. https://doi.org/10.1080/10494820.2021.2016863
Karunarathne, W., & Calma, A. (2024). Assessing creative thinking skills in higher education: deficits and improvements. Studies in Higher Education, 49(1), 157-177. https://doi.org/10.1080/03075079.2023.2225532
Keisling, B. L., & Fox Jr, R. E. (2021). Permeable Learning Environments: How Developing Permeability in Library Spaces Fosters Student Learning and Engagement. New Review of Academic Librarianship, 27(4), 440-454. https://doi.org/10.1080/13614533.2021.1906714
Kleckner, M. J., & Butz, N. (2021). Addressing undergraduate skill gaps in higher education: Revisiting communication in the major course outcomes. Journal of Education for Business, 96(7), 411-423. https://doi.org/10.1080/08832323.2020.1844119
Lim, K. (2024). Assessing beyond grades: unravelling the implications on student learning and engagement in higher education. Assessment & Evaluation in Higher Education, 49(5), 665-679. https://doi.org/:10.1080/02602938.2024.2314703
López, M. J., Veronica, S. M., & Taveras, C. M. (2023). Academic performance and adjustment of first-generation students to higher education: A systematic review. Cogent Education, 10(1), 2209484. https://doi.org/10.1080/2331186X.2023.2209484
McNicholl, A., Deirdre, D., & Gallagher, P. (2023). Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education. Disability and Rehabilitation: Assistive Technology, 18(1), 50-58. https://doi.org/10.1080/17483107.2020.1854874
Mubofu, C., & Mambo, H. (2022). Academic Writing and Publication Support Services: The Role of Librarians in Higher Learning Institutions. The Serials Librarian, 83(3-4), 261-276. https://doi.org/10.1080/0361526X.2023.2227660
Murphy, J. A. F. (2017). A New Student Learning Focus for the Academic Library: From Geographical Proximity of the Learning Commons to Organizational Proximity within the Library. Journal of Library Administration, 57(7), 742-757. https://doi.org/10.1080/01930826.2017.1360686
Naseer, N., Shoaib, M., & Naseer, A. (2022). Prevention is Better than Cure: An Evaluation of Preventive Measures Against COVID-19 Among Students at Tertiary Level. Pakistan Journal of Social Research, 4(3), 1179-1192. https://doi.org/10.52567/pjsr.v4i03.1296
Ngoc Hoi, V. (2023). Augmenting student engagement through the use of social media: the role of knowledge sharing behaviour and knowledge sharing self-efficacy. Interactive Learning Environments, 31(7), 4021-4033. https://doi.org/10.1080/10494820.2021.1948871
Owusu-Agyeman, Y., & Fourie-Malherbe, M. (2019). Negotiating co-ownership of learning in higher education: an underexplored practice for adult learning. Studies in Continuing Education, 41(1), 17-35. https://doi.org/10.1080/0158037X.2018.1497591
Owusu, D., Francis, A., Regina, O.-D., Ophelia, A., Felix, K. K., & Maison, R. S. (2024). Academic stress and burnout among distance education students in a Ghanaian higher education institution. Cogent Education, 11(1), 2334686. https://doi.org/10.1080/2331186X.2024.2334686
Puaca, G. (2021). Academic Leadership and Governance of Professional Autonomy in Swedish Higher Education. Scandinavian Journal of Educational Research, 65(5), 819-830. https://doi.org/10.1080/00313831.2020.1755359
Rakhmatullaev, M., & Hedrich, A. (2023). Academic Libraries of Uzbekistan: Challenges and Development Prospects. Slavic & East European Information Resources, 24(4), 242-257. https://doi.org/10.1080/15228886.2024.2312686
Riehman-Murphy, C., & Mross, E. (2019). Where the private meets the public: Results of a survey of library professionals’ observed student use of academic library spaces for prayer. College & Undergraduate Libraries, 26(2), 124-148. https://doi.org/10.1080/10691316.2019.1605323
Roberts, D. (2018). Active Learning Precursors in Multidisciplinary Large Lectures: A Longitudinal Trial on the Effect of Imagery in Higher Education Lectures. College Teaching, 66(4), 199-210. https://doi.org/10.1080/87567555.2018.1486802
Schippling, A., & Abrantes, P. (2024). Analysing biographies in transnational educational spaces: transitions to higher education of alumni from an IB school in Lisbon. Globalisation, Societies and Education, 22(2), 303-314. https://doi.org/10.1080/14767724.2022.2049710
Shin, N., Sally, P., Carolyn, M., & Bardyn, T. (2022). Academic Library Instruction in the Time of a COVID-19 Pandemic – Lessons Learned. Journal of Web Librarianship, 16(1), 1-30. https://doi.org/10.1080/19322909.2021.2015046
Shoaib, M. (2021). Sociological Analysis of Teachers Perspectives on Students Academic Performance in Higher Education in the Punjab (Doctoral dissertation, PhD Thesis). International Islamic University Islamabad, Central Library).
Shoaib, M. (2023a, September 22). Galvanising Bourdieu’s typology with Pakistani education and social class. The Nation. https://www.nation.com.pk/22-Sep-2023/galvanising-bourdieu-s-typology-with-pakistani-education-and-social-class
Shoaib, M. (2023b, December 05). Gender Differences in Academic Performance. The Nation.
Shoaib, M. (2023c). Leisure and Psychological Well-being of the Elderly: Nexus of Mass Media and Modern Technology. Pakistan Journal of Law, Analysis and Wisdom, 2(2), 1042–1053. https://pjlaw.com.pk/index.php/Journal/article/view/259
Shoaib, M. (2024a, January 09). Gender Disparity in Education. The Nation. https://www.nation.com.pk/09-Jan-2024/gender-disparity-in-education
Shoaib, M. (2024b). Gender Diversity and Inclusion in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(1), 207-222.
Shoaib, M. (2024c, April 30). Gendered Space in Higher Education. Daily Parliament Times, p. 3.
Shoaib, M. (2024d). Gendering Bourdieu’s Cultural Capital in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(2), 265-278. https://pjlaw.com.pk/index.php/Journal/article/view/v3i2-265-278
Shoaib, M. (2024e). Tailoring Theoretical Lens and Nudging Bourdieu’s Cultural Capital on Gender and Academic Performance. Journal of Social Sciences Review, 4(4), 87–101. https://doi.org/10.54183/jssr.v4i4.430
Shoaib, M., & Abdullah, F. (2021). COVID-19 backlash: psycho-social impacts of outbreak in Pakistan. Health Education, 121(3), 265-274. http://dx.doi.org/10.1108/HE-07-2020-0047
Shoaib, M., Abdullah, F., Naqvi, S. A. A., & Ditta, A. (2024). Social Distancing, Social Isolation, and Fake News during COVID-19 Pandemics: A Case of Family Life in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(4), 105-120. https://pjlaw.com.pk/index.php/Journal/article/view/v3i4-105-120
Shoaib, M., Ali, R., & Akbar, A. (2021). Library Services and Facilities in Higher Education Institutions in Pakistan: Satisfaction of Patrons. Library Philosophy and Practice, 1-19. https://digitalcommons.unl.edu/libphilprac/6721
Shoaib, M., Fatima, U., & Jamil, R. (2021). Academic Library and Students' Learning at University Level: Nothing is Pleasanter than Exploring a Library. Library Philosophy and Practice, 1-19. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=13577
Shoaib, M., Mehmood, S., & Butt, S. M. (2022). Intention to Leave a Job among Public Sector University Teachers: A Case of Work Environment. Pakistan Journal of Social Research, 4(2), 370-383. https://pjsr.com.pk/wp-content/uploads/2022/05/37
Shoaib, M., Naseer, A., & Naseer, N. (2023). Family Pressure, Social Media Influence, and COVID-19 Vaccination Hesitancy among Students at Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 2(3), 295-307.
Shoaib, M., Shehzadi, K., & Abbas, Z. (2023). Contemporary Research on Learning Spaces and Teacher Effectiveness in Higher Education. Pakistan Journal of Law, Analysis and Wisdom, 2(03), 352–369.
Shoaib, M., Shehzadi, K., & Abbas, Z. (2024a). Inclusivity and Teachers’ Aptitude in Higher Education in Pakistan. Pakistan Journal of Law, Analysis and Wisdom, 3(6), 219-237.
Shoaib, M., Shehzadi, K., & Abbas, Z. (2024b). Inclusivity, Teacher Competency, and Learning Environment at Higher Education: Empirical Evidences. Pakistan Journal of Law, Analysis and Wisdom, 3(5), 244-261.
Shoaib, M., Tariq, M., Shahzadi, S., & Ali, M. (2022). Role of Academic Libraries in Online Academic Activities during COVID-19 Outbreak at Tertiary Level: A Library is a Thought in Cold Storage. Library Philosophy and Practice, 1-19.
Shoaib, M., Usmani, F., & Abdullah, F. (2023). Plotting The Literature On Social Work Education From 1971-2020: A Scientometric Analysis. Pakistan Journal of Social Research, 5(2), 1347-1360. http://dx.doi.org/10.52567/pjsr.v5i02.1360
Shoaib, M., & Zaman, M. A. (2025). Evaluating Academic Performance in Higher Education during COVID-19 A Study of Virtual Learning Environments. Pakistan Journal of Law, Analysis and Wisdom, 4(4), 64-78. https://pjlaw.com.pk/index.php/Journal/article/view/v4i4-64-78
Shoaib, M., Zaman, M. A., & Abbas, Z. (2024). Trends of Research Visualization of Gender Based Violence (GBV) from 1971-2020: A Bibliometric Analysis. Pakistan Journal of Law, Analysis and Wisdom, 3(7), 203-216. https://pjlaw.com.pk/index.php/Journal/article/view/v3i8-203-216
Sputore, A., & Fitzgibbons, M. (2017). Assessing ‘Goodness’: A Review of Quality Frameworks for Australian Academic Libraries. Journal of the Australian Library and Information Association, 66(3), 207-230. https://doi.org/10.1080/24750158.2017.1344794
Tevaniemi, J., Jenni, P., & Lähdemäki, R. (2015). Library as a Partner in Co-Designing Learning Spaces: A Case Study at Tampere University of Technology, Finland. New Review of Academic Librarianship, 21(3), 304-324. https://doi.org/10.1080/13614533.2015.1025147
Todd, F., & Todd, R. (1979). Talking and Learning: Towards the Effective Structuring of Student‐Directed Groups in Higher Education. Journal of Further and Higher Education, 3(2), 52-66. https://doi.org/10.1080/0309877790030206
Whitchurch, C. (2008). Beyond administration and management: reconstructing the identities of professional staff in UK higher education. Journal of Higher Education Policy and Management, 30(4), 375-386. https://doi.org/10.1080/13600800802383042
White, P. J., Ian, L., Kim, S., Elizabeth, Y., R., E. D., K., R. P., . . . Naidu, S. (2016). Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development, 35(3), 619-633. https://doi.org/10.1080/07294360.2015.1107887
Yumnam, G., & Charoibam, I. S. (2024). Analyzing the Evolution of Scholarly Contributions in Utilizing Library Services Within Academic Institutions: A Scientometric Investigation (1989–2022). The International Information & Library Review, 56(3), 275-295. https://doi.org/10.1080/10572317.2024.2375790
