University of London

One of the most effective ways to foster meaningful student engagement in higher education is through excellent teaching within the academic curriculum. Whether that is lectures infused with a colleague’s latest research findings or seminars designed inclusively to engage all learners, students come to university to deepen their knowledge of a particular discipline. When learning is brought to life through real-world projects and case studies, students can apply their knowledge in practice while developing the critical skills needed for the future world of work.

Outside the curriculum, helping students develop a strong sense of belonging is equally important. Whether that is through meaningful campus tours, welcome talks that provide reassurance and essential information, access to peer mentors and personal tutors from day one, or opportunities to join a sports club or society, volunteer as a course representative or co-design future university services, the underlying theme is consistent: it is all about people.

Students are far more likely to engage when they feel connected to their peers and university staff. In my experience, the most effective student engagement strategies bring together outstanding teaching and a strong sense of community, ensuring that students are both intellectually challenged and personally supported throughout their university journey.

In recent years, student expectations around engagement and support have shifted significantly, with a clear underlying theme of ease of access. Increasingly, students expect support that is available 24/7 or on demand, largely driven by changing student demographics. Many students are now balancing part-time work and caring responsibilities alongside their studies, which means traditional models of support delivered only within standard working hours are no longer sufficient.

In response, universities have developed more flexible approaches. Within the curriculum, this includes greater use of recorded lectures, accessible slide decks and short videos that allow students to engage with content at a time that suits them.

Outside the curriculum, there has also been a clear expansion of digital support services. Many institutions now complement face-to-face wellbeing and advice services with out-of-hours or on-demand digital platforms, including virtual mental health support and self-service guidance tools. These approaches help ensure students can access support when they need it most, not just when services are physically open.

“Student engagement creates the greatest value when outstanding teaching is combined with a genuine sense of belonging.”

Peer mentoring and student-led initiatives play a critical role in building a sense of belonging and supporting student success, particularly during transition points in the student journey.

I have recently been involved in interviews for our 2026 and 2027 peer mentor scheme, and I have been struck by the number of candidates who were themselves mentees. Many spoke powerfully about the value of receiving support from someone who had recently navigated the same experience, particularly at the very start of their university journey. This support helps reduce anxiety and creates a sense of reassurance and connection from day one.

In some cases, students explicitly described their peer mentor as a key factor in their decision to remain at university, which is particularly significant for students who are adjusting to new environments, including international students.

Student insight and feedback are most powerful when they are treated as an integrated part of decision-making. The real impact comes from how effectively institutions move from gathering feedback to interpreting it, acting on it and then communicating back to students what has changed as a result.

In practice, this means drawing on a range of insight sources, from surveys and module evaluations to feedback from focus groups and student panels. Increasingly, insight can also come from interviews, social media sentiment or more innovative approaches such as analysing student voucher spend patterns, or identifying themes from questions raised at employer panel events. When insights are validated by more than one source, they provide a richer understanding of the student experience.

The most effective engagement strategies are those that are shaped directly by this insight. For example, feedback might highlight barriers in transition, prompting changes to welcome activity, peer support and personal tutoring models or pre-course reading lists. Equally, insight can help identify what is already working well, allowing institutions to share best practice across departments.

Crucially, closing the feedback loop is essential. Students need to see and feel that their voice leads to change. When students are actively involved in co-designing solutions, not just providing feedback, it strengthens their trust and builds belonging.

Looking ahead, I think one of the most significant shifts in student engagement will be the increasing use of data and AI to create more personalised student experiences. There is a real opportunity to move towards communications and support that feel genuinely tailored to the individual, much like the recommendation engines students are already familiar with through platforms such as Netflix or Spotify. This could help ensure students receive the right message, at the right time, through the right channel, rather than relying on a one-size-fits-all approach.

Within the curriculum, emerging technologies will increasingly offer real-time academic support, effectively acting as learning partners or tutors that students can access on demand. This has the potential to enhance learning significantly, particularly for students who require additional flexibility or reinforcement outside scheduled teaching.

The key challenge for higher education leaders will be how to embrace these technologies in a way that enhances, rather than replaces, the human elements of the student experience. This includes ensuring the integrity of these new hybrid models of delivery, particularly in the context of emerging expectations from the Office for Students around quality and standards.