STUDENT ENGAGEMENT IN HIGHER EDUCATION INSTITUTIONS: THE INFLUENCE OF TEACHING STYLE, SOCIAL MEDIA USE, AND TEACHER ROLE

The purpose of this research was to develop and validate a model for integrating the variables influencing Student Engagement (SE) in Higher Education Institutions (HEIs). The PLS-SEM method was employed to assess a hierarchical reflective-forma-tive model of SE. Reflective indicators were utilized to measure the lower-order constructs, while the higher-order construct was assessed through three formative subconstructs: Teaching Styles (TS), Use of Social Media (USM), and Role of Teacher (RT). The model was tested in a developing country (Peru), and a control variable was included to determine whether the model varies based on the characteristics of two other countries (Chile and Colombia). The RT showed a positive and significant impact on SE levels, as did the TS and USM. The control variable demonstrated that student engagement may vary depending on macroeconomic conditions, teaching methodologies, and available resources within educational institutions in each country. These findings provide relevant insights for educational policymakers, teachers, and university administrators in the countries studied.