The Role of Academic Passion, Cognitive Agility, and Self-Regulation in Predicting Academic Engagement Among University Students in the Context of Sustainable Learning

This research aimed to examine the nature of the relationship between academic passion, cognitive agility, self-regulation, and academic engagement among university students, and to reveal the level of each of these variables among sample members. It also sought to examine the presence of differences among sample members based on gender, specialization, and study level. The research also aimed to verify the possibility of predicting academic engagement through academic passion, cognitive agility, and self-regulation. The sample consisted of (550) male and female students from some faculties at Kafrelsheikh University. Appropriate scales were used to measure these variables after verifying their psychometric properties. Statistical analyses were conducted.
The findings clearly reflected support for the principles of sustainable learning, as they revealed a positive relationship between academic passion, cognitive agility, self-regulation, and academic engagement. The results also indicated that there were no statistically significant differences based on gender or academic specialization.
With regard to academic level, the findings showed statistically significant differences between first year and fourth-year students in favor of fourth-year students in both cognitive agility and self-regulation. This highlights the importance of designing cumulative educational experiences that support students’ self and cognitive development in a sustainable manner. In contrast, no significant differences were found in academic passion or academic engagement between students in the first and fourth years.
Moreover, the research demonstrated that academic engagement could be significantly predicted by academic passion, cognitive agility, and self-regulation. This serves as a clear indicator that enhancing these skills contributes effectively to building a learning environment that enables students to actively engage with their academic community and achieve the goals of education for sustainability in higher education. Some recommendations and proposed research directions were presented in light of the  findings