Abstract:
Improving students' engagement in lectures has been a challenge in higher education. This systematic review aims to
synthesize evidence on active engagement strategies, including technology-enhanced tools, interactive pedagogies, and
classroom modifications alongside an evaluation of their effectiveness and determinants. Following the PRISMA 2020
guidelines, 36 peer-reviewed articles were identified through systematic searching in PubMed, ERIC, and Google Scholar
(2014–2024). The quality of studies was evaluated using validated appraisal tools, with high interrater reliability (Cohen's
Kappa = 0.82) and methodological rigor. The evidence shows that technology-enhanced tools like polling systems, Socrative,
and Kahoot support real-time interaction and feedback but are challenging to use in resource-limited environments.
Interactive strategies like Think-Pair-Share and Buzz Groups enhance collaboration and critical thinking but are more
effective in smaller class sizes. Classroom modifications like flexible seating improve inclusivity. The effectiveness of
these strategies depends on instructor preparation, class size, and the infrastructure of the institution. Future studies should
investigate multimodal strategies, low-tech options, and long-term effects to promote sustainability and wider applicability.
