Student Engagement in Far Eastern Universities: Regional Specificities and Challenges for Educational Policy

Abstract

The Far Eastern Federal District (FEFD) is experiencing a shortage of highly qualified personnel, which highlights the importance of the quality of higher education and the development of human capital in the region. One internationally recognised tool for assessing the quality of the educational environment is the concept of student engagement, which is considered as an indicator of students’ participation in educational practices that promote learning and development. This article aims to identify the specific features of student engagement in FEFD universities and assess their implications for regional educational policy. The empirical analysis is based on data from a nationwide student survey conducted in 401 Russian universities (N = 16,118). Three dimensions of student engagement are examined: classroom engagement, social engagement, and violations of academic requirements. The findings indicate that FEFD students demonstrate a less favorable engagement profile than students in most other federal districts. They participate less frequently in educational and social activities, and are more likely to violate academic requirements. At the same time, the analysis reveals both patterns of engagement that are common to the Russian higher education system as a whole, as well as features that are specific to the FEFD. The latter include an absence of pronounced gender and socioeconomic differences in engagement, higher levels of classroom engagement among senior students, and distinctive engagement patterns among students on teacher education and humanities programs, as well as among those enrolled through targeted admission schemes. The results suggest that the regional specifics of student engagement should be considered when designing educational policy in the FEFD. Particular attention should be paid to measures aimed at improving the educational environment, promoting active learning practices and supporting groups of students at elevated risk of disengagement.