Re-Engaging Students in an Age of Distraction

A recent report from a Harvard College Faculty of Arts and Sciences committee calls attention to two major campus concerns: First, that students frequently self-censor on controversial topics, and second, that many prioritize extracurricular commitments over academics, treating coursework as secondary.

Drawing on surveys and listening sessions with students, faculty and alumni, the report found that many students avoid politically sensitive discussions and gravitate toward courses that align with their pre-existing beliefs or where they perceive minimal ideological risk. It also highlights a broader disengagement from academics, as students increasingly prioritize preprofessional opportunities outside the classroom. The committee members view this trend with concern, as it suggests a diminished emphasis on rigorous intellectual engagement.

To address these issues, the committee recommends several institutional reforms, including:

• Mandatory class attendance (except for asynchronous courses).
• Discouraging phone and device use in class unless explicitly permitted.
• Standardizing grading and workload expectations across departments.
• Updating student and faculty handbooks to prevent grading based on political beliefs.
• Introducing a confidentiality policy (modeled on the Chatham House Rule), allowing students to discuss classroom content while protecting the identities of speakers.

The Faculty of Arts & Sciences dean has endorsed these recommendations, emphasizing that they align with the faculty’s shared vision for Harvard’s learning environment. Some proposals, such as handbook changes, were voted on and approved in March, while others, like standardized grading, may be delegated to working groups for further development.

Student Disengagement: A Familiar Problem, a New Reality

The idea that students have checked out is not new. Even in past decades, disengagement and a focus on extracurriculars were common. However, as a friend has noted, these behaviors were not normalized to the point of entitlement as they are today, nor did they have such a widespread impact.

Today’s disengagement stems from cultural and technological shifts that have shortened attention spans and reshaped students’ approach to education. Conditioned by grade inflation, helicopter parenting and a growing emphasis on credentials over intellectual growth, many students—even at highly selective institutions—see college as a box to be checked rather than a space for intellectual discovery.

While COVID-19 accelerated this trend, it was not the root cause. Many educators, my friend argues, have contributed by lowering expectations and fostering an environment where intellectual laziness is tolerated. Interestingly, this crisis of disengagement is less pronounced in developing countries, where the urgency of education remains intact. Rather than blaming the pandemic, we must examine the broader cultural forces redefining students’ relationship with learning.

The Rise of Hacking Learning

A defining feature of today’s academic landscape is hacking learning—an approach that prioritizes efficiency, shortcuts and unconventional methods for acquiring knowledge. Borrowing from the hacker ethos in technology and business, it seeks to bypass traditional systems in favor of faster, more results-oriented learning.

Students maximize efficiency by absorbing information with minimal effort, often using digital tools, AI and summary-based learning instead of traditional study methods. They engage in bite-size, just-in-time learning through YouTube, TikTok, AI-generated summaries and online courses, replacing sustained academic inquiry with quick, digestible content.

This mindset also emphasizes gaming the system—strategically cramming, outsourcing work, using AI tools like ChatGPT and focusing only on what will be tested rather than engaging in deeper learning. The result is a shift away from systematic curriculum-based study toward modular, self-directed learning that prioritizes immediate practical applications over intellectual exploration.

The Trade-Offs of Hacking Learning

Hacking learning offers clear advantages: It makes education more accessible, flexible and personalized, allowing students to bypass traditional gatekeepers and learn directly from experts. It empowers them to tailor their education to their interests and career goals, often making learning more engaging and relevant.

However, this approach weakens deep learning, critical thinking and intellectual persistence, fostering a surface-level engagement with knowledge. When students prioritize efficiency over mastery, they struggle to synthesize complex ideas, develop original thought or wrestle with uncertainty. By focusing solely on what is immediately useful or testable, they risk missing the broader intellectual development that comes from grappling with difficult concepts, engaging in deep reading and participating in sustained inquiry.

The Decline of Academic Engagement: Causes and Consequences

Colleges across the country report rising student disengagement, marked by irregular attendance, incomplete assignments, passive classroom behavior and declining academic motivation. While the pandemic intensified these trends, they stem from long-term shifts in education, culture and technology.

The transition to remote learning disrupted students’ academic routines, fostering habits that persist even after returning to in-person instruction. Many became accustomed to asynchronous coursework, flexible deadlines and minimal face-to-face interaction, making structured, in-person classes feel rigid by comparison. The isolation of online learning also weakened students’ ability to engage in discussions, increasing passivity in the classroom. In addition, students who began college during the pandemic missed key academic and social foundations, leaving them with knowledge gaps and weaker study habits.

Beyond these disruptions, the pandemic reinforced an instrumental approach to education—where coursework became a task to complete rather than an intellectual pursuit. Many students, balancing personal and financial challenges, began prioritizing efficiency over deep engagement, a shift that has persisted even as normal campus operations resumed.

High School Preparation and Academic Rigor

Many students now enter college with academic habits that do not align with higher education’s intellectual rigor. Grade inflation and pandemic-era grading policies enabled students to earn high marks without mastering material, leaving them underprepared for college-level work. The shift to test-optional admissions further reduced emphasis on foundational skills in reading, writing and quantitative reasoning.

Moreover, high school increasingly prioritizes college admissions over intellectual engagement. Many students take Advanced Placement and dual-enrollment courses, but these often emphasize standardized test preparation rather than deep exploration of ideas. At the same time, extracurricular activities—sports, leadership roles and volunteer work—are treated as résumé builders rather than meaningful pursuits. This transactional mindset carries over into college, where students see coursework as a means to an end rather than an opportunity for intellectual discovery.

Digital Distractions and Fragmented Attention

Digital technology has reshaped how students engage with information, making sustained academic focus more difficult. Many divide their attention across multiple screens, frequently checking social media or messages even during lectures. Platforms like TikTok and Instagram encourage rapid, bite-size content consumption, making traditional reading and discussion feel slow and cumbersome. Increasingly, students rely on search engines and AI tools to generate quick answers rather than grappling with complex texts and ideas.

These digital habits contribute to a decline in slow, reflective thinking, making it harder for students to engage with difficult material, follow sustained arguments and wrestle with ambiguity—core intellectual skills that higher education seeks to cultivate.

Mental Health Challenges and Academic Disengagement

Rising mental health struggles have further contributed to declining engagement. Anxiety, depression and burnout are widespread, making it difficult for students to focus, complete assignments or participate in discussions. The abrupt shift from remote learning back to in-person interactions has heightened social anxiety, leaving many hesitant to engage in classroom dialogue.

Faculty, often untrained in handling mental health concerns, face difficult choices in balancing academic expectations with flexibility and support.

Shifting Student Priorities: Work, Careerism and Extracurriculars

More students today balance work, internships, career preparation and family caregiving responsibilities alongside their studies, leaving less time for deep engagement with coursework. Many undergraduates, particularly at public universities, work part-time or even full-time to afford tuition and living expenses. This financial reality forces them to prioritize degree completion efficiently over intellectual exploration.

Increasingly, students view college as a career-launching platform rather than a space for learning. Networking, internships and résumé-building activities often take precedence over academic engagement. Online and asynchronous learning options, while providing flexibility, reinforce this dynamic by allowing students to fit classes into their schedules rather than structuring their lives around education.

The Erosion of Reading, Writing and Analytical Skills

A growing number of students struggle with college-level reading and writing, further discouraging deep engagement. Many skim assigned readings or avoid them altogether, relying on online summaries or AI-generated content. The decline in reading proficiency makes it difficult to participate meaningfully in discussions or construct well-reasoned arguments.

Writing skills have also deteriorated, with many students struggling to develop clear, evidence-based arguments. Many students arrive at college having never written a research paper or anything longer than a five-paragraph essay. Faculty report that students are less comfortable with analytical thinking, often defaulting to formulaic writing rather than engaging in complex reasoning. These challenges make academic work feel daunting, leading to further disengagement.

Moving Forward: Balancing Efficiency With Intellectual Engagement

To reverse disengagement, universities must rethink how they structure learning. While some faculty have responded with accommodation (or appeasement)—lowering standards, assigning less reading and inflating grades—this ultimately undermines student development. Others, like the Harvard committee members, advocate stricter policies—mandatory attendance, higher expectations and rigorous grading—to restore accountability.

However, a third approach is possible: rethinking what and how we teach. This means designing new kinds of courses that go beyond lectures and discussion, integrating more high-impact learning experiences into the undergraduate experience and fostering faculty-student mentorship. Systemic barriers—financial pressures, mental health struggles—must also be addressed.

Our goal must be to restore curiosity and rigor in higher education, ensuring that college remains not just a pathway to a degree, but a transformative space for deep learning, critical thinking and personal growth.

Teaching in an Age of Distraction Requires More Than Lectures, Discussions and Cookie-Cutter Labs

When I directed the University of Texas’s Institute for Transformational Learning, leading faculty at our system’s six medical schools reported a striking trend: Medical students were refusing to attend lectures. It wasn’t due to apathy or laziness, but rather because they believed they could master the material more effectively on their own, using recorded lectures, digital resources and self-paced study.

They wanted efficiency, control and customization in their learning experience—something traditional lectures failed to provide. This phenomenon was a wake-up call. It underscored a fundamental reality: Pedagogy and curriculum design must evolve to meet students where they are.

This is the challenge facing college faculty today. Higher education cannot afford to ignore the disconnect between traditional teaching methods and the ways students engage with learning in the digital era. If students are tuning out, skipping lectures and seeing coursework as a mere box to check rather than an opportunity for intellectual discovery, faculty must radically rethink both how and what they teach.

It’s not just about integrating technology; it’s about reimagining the entire learning experience—making it more active, immersive, participatory and relevant to students’ lives and future careers.

Beyond the Lecture: Active and Experiential Learning

The standard lecture model assumes that students are passive recipients of knowledge, absorbing information through listening and note taking. This format, which has dominated higher education for more than a century, remains valuable in certain contexts but is increasingly out of sync with how students learn best.

Attention spans have shortened, information is more accessible than ever and students expect to engage with material in ways that feel meaningful and interactive.

Instead of relying primarily on lectures, faculty should design learning experiences that require active participation. Active learning strategies include:

• Case-based, inquiry-based and problem-based learning: Medical and law schools have long recognized the value of case-based learning, where students analyze real-world scenarios, apply theoretical concepts and collaborate to find solutions. This approach forces students to think critically, synthesize information and engage with the material at a deeper level.
• Flipped classrooms: In a flipped classroom model, students learn foundational material on their own—through readings, videos or interactive modules—before coming to class, where they engage in discussion, problem-solving and hands-on application. This reverses the traditional dynamic, transforming class time into an active, student-driven experience rather than a one-way transmission of information. For example, a history course could assign students to read primary sources or watch documentary excerpts before class, then use class time for debates, simulations or collaborative research projects.
• Learning by doing: Students retain knowledge better when they actively construct it themselves. Courses should incorporate opportunities for learning by doing, such as research projects, fieldwork, engineering challenges, policy simulations or artistic creations. Imagine a political science course where students develop policy proposals for real-world issues.

Reimagining Curricular Pathways

The challenge is not just how we teach but also what we teach. Many traditional degree pathways emphasize disconnected sequences of coursework that don’t always align with students’ interests, career goals or learning styles. Faculty must rethink curricular structures to provide more flexibility, coherence and real-world relevance.

• Interdisciplinary and problem-based pathways: Universities should move beyond siloed disciplines and structure curricula around grand challenges and real-world problems. Instead of rigidly separating subjects, courses could be organized around interdisciplinary themes such as climate change, public health, artificial intelligence or global conflict. A Future of Work pathway, for instance, could integrate courses from economics, sociology, business and computer science, allowing students to approach pressing questions from multiple perspectives.
• Competency-based and skills-driven learning: Instead of focusing solely on seat time and credit hours, institutions should offer competency-based learning pathways, where students progress based on demonstrated mastery rather than time spent in class. For example, instead of requiring students to complete a fixed sequence of calculus courses, a university could allow students to earn credits by demonstrating proficiency through projects, assessments or real-world applications.
• Experiential and work-integrated learning: Education should prepare students for life beyond the classroom, embedding internships, service learning and research opportunities directly into degree programs. A media studies student, for instance, could gain course credit by working on a podcast production team, while a chemistry student might complete a lab research internship in collaboration with faculty.
• Professional identity formation: One of the most effective ways to strengthen undergraduate education is by embracing the concept of professional identity formation—developing well-rounded, intellectually agile professionals who possess not only technical expertise but also a broad, interdisciplinary foundation that equips them to navigate complex, real-world challenges. It is not enough for college graduates to be technically proficient. Attorneys, engineers, physicians, business leaders and other professionals must cultivate critical thinking, ethical reasoning, historical and cultural awareness, and interpersonal skills to succeed in their fields.

Authentic Assessments: Measuring Real Learning

Traditional assessments—multiple-choice exams, standardized tests and rote memorization—often fail to measure meaningful learning. Instead, faculty should embrace authentic assessments that evaluate students’ ability to apply knowledge in real-world contexts.

• Portfolio-based assessments: Instead of high-stakes exams, students could build digital portfolios of their work over time—research papers, creative projects, data visualizations and problem-solving exercises—to showcase their learning and skills.
• Capstone and experiential assessments: Courses could culminate in projects where students apply what they’ve learned to solve complex problems. An environmental studies course might require students to conduct original field research and present findings, while an engineering course could task students with designing functional prototypes for real-world challenges.
• Narrative and reflective assessments: Students should have opportunities to reflect on their learning journeys, articulating not just what they have learned but how they have grown intellectually and personally. This approach reinforces metacognition, helping students become more intentional learners.

The Future of Teaching: Adaptability, Experimentation and Collaboration

Higher education is at an inflection point. The rise of digital learning, changing student expectations and the growing disconnect between traditional instruction and modern learning habits demand bold, forward-thinking reforms. If students no longer find value in lectures, the solution is not to enforce attendance mandates—it is to rethink the entire learning experience to make it more immersive, participatory and meaningful.

We must move beyond passive learning models and embrace active, inquiry-driven and experiential approaches that prepare students not just to absorb information but to think critically, solve problems and engage with the world. This requires reimagining curricular pathways, modernizing assessments and embracing new pedagogical models that align with how students learn best.

Integrating Cultural and Historical Literacy Into Learning

As colleges seek to re-engage students in an era of distraction, they must also address a growing challenge: the erosion of cultural, historical and humanistic literacy. At my campus, where the vast majority of students graduated in the top 6 percent of their high school class, many arrive with limited exposure to classic literature, film, fine arts, historical events and religious traditions.

In my course American History Through Film, most students have never seen a black-and-white movie or encountered foundational works of cinema. This is not an isolated issue—it reflects broader shifts in high school preparation and university curricular structures that leave many students lacking essential cultural and historical context.

Many high schools have de-emphasized humanities education, prioritizing skills-based learning and current events over deep engagement with historical periods, artistic movements and philosophical traditions. Compounding the problem is uneven teacher preparation—only 40 percent of social studies teachers in Texas have taken more than two college-level history courses. The result is a generation of students who may be highly credentialed but who lack broad cultural literacy.

Colleges must take an active role in addressing these gaps by expanding opportunities for students to develop cultural and historical literacy within existing academic frameworks.

Strengthening Gen Ed to Enhance Cultural Literacy

A more structured and intentional general education curriculum is one of the most effective ways to address these gaps. Currently, many universities allow students to fulfill humanities and social science requirements with an assortment of disconnected courses, some of which contain little historical or cultural content. At UT, for example, students can satisfy the state-mandated history requirement without ever studying African, Asian, European or Latin American history.

To address this, universities should:

• Revise general education requirements to ensure students engage with core historical, literary, artistic and philosophical traditions rather than simply checking off broad distribution requirements.
• Develop thematic, interdisciplinary courses that cut across disciplines, such as Democracy and Its Discontents, Crisis and Change in History, Race and History, or the United States in Comparative Global Perspective. These would encourage students to engage with history and culture in ways that connect directly to contemporary issues.
• Provide options like Purdue’s Cornerstone certificate program or Austin Community College’s Great Questions first-year course, where students read and discuss foundational texts across multiple disciplines.
• Introduce experiential humanities courses, such as Hunter College’s Humanities 20100: Explorations in the Arts, which combines visits to museums and cultural venues with classroom discussions of what students have seen.

Embedding Cultural Literacy Across All Disciplines

Cultural literacy should not be confined to humanities courses—it should be integrated across all disciplines, including business, STEM and the social sciences. A well-rounded professional—whether an engineer, attorney, scientist or physician—needs to understand the historical, ethical and cultural dimensions of their field.

• Engineering students should study the history of technology and engineering ethics, exploring how scientific innovations have shaped society.
• Business majors should engage with economic history, philosophy and political theory to understand the moral underpinnings of capitalism and globalization.
• Science majors should examine the history of scientific revolutions and bioethics, recognizing how knowledge is shaped by cultural and historical contexts.

This kind of integration ensures that students not only gain technical proficiency in their fields but also develop the broader intellectual awareness necessary to navigate the ethical and societal implications of their work.

Expanding Access to Cultural Experiences Beyond the Classroom

Universities must also cultivate an environment where history, literature and the arts are integral to student life. Too often, cultural literacy is treated as an academic requirement rather than an organic part of intellectual and social engagement.

One solution is to incentivize student participation in cultural events through credit-bearing programs or university-sponsored initiatives:

• A Humanities Passport program could encourage students to complete a set number of cultural experiences—attending museum exhibitions, theater performances, public lectures or historical site visits—before graduation.
• Universities could partner with local museums, theaters and historical institutions to provide discounted or free student access.
• Short-term travel opportunities could be embedded into coursework, ensuring students engage with historical and cultural landmarks firsthand.

These initiatives would help normalize engagement with the arts and humanities, ensuring that cultural literacy is not something students only encounter in the classroom but in their broader college experience.

Improving K–12 Teacher Preparation in History and the Humanities

Since many students arrive at college with limited background knowledge, universities must also address the root causes of weak historical and cultural literacy by strengthening teacher preparation programs:

• Partnering with local school districts to provide ongoing professional development for K–12 teachers, equipping them with deeper historical and cultural expertise.
• Offering low-cost certificate programs that introduce teachers to innovative strategies for incorporating historical interpretation, literature and cultural analysis into their teaching.

Strengthening humanities education at the secondary level will help ensure that future college students arrive with a stronger foundation in history, literature and the arts.

Encouraging Faculty-Student Engagement in the Humanities

Students are more likely to engage deeply with history, literature and the arts when they have meaningful relationships with faculty who model intellectual curiosity. Universities should prioritize faculty mentorship and informal faculty-student engagement outside of class:

• Faculty-led reading groups, film screenings or lunch or dinner discussions could help make intellectual exploration an everyday part of campus life.
• First-year seminars and faculty-in-residence programs could bring students into close contact with professors who encourage cultural and historical literacy.

When students see faculty who are passionate about intellectual inquiry, they are far more likely to internalize the value of cultural literacy and lifelong learning.

Cultural Literacy as a Cornerstone of Higher Education

In an era when students are increasingly focused on professional outcomes, digital distractions and efficiency-driven learning, universities must reaffirm their commitment to educating the whole person—not just training future workers but cultivating informed, engaged and thoughtful citizens. Cultural literacy is not an antiquated ideal or an elitist luxury; it is an essential foundation for understanding our past, navigating the present and shaping the future.

The challenges facing higher education today—disengagement, intellectual fragmentation and a narrow focus on career preparation—require a renewed emphasis on the humanities and social sciences. By strengthening general education, embedding cultural literacy across disciplines, expanding access to the arts and fostering faculty-student engagement, universities can ensure that graduates leave not only with professional skills but with the broader knowledge and intellectual curiosity that define a truly transformative education.

The goal is not to impose a remedial education but to provide students with a richer, more meaningful college experience—one that connects them to the vast intellectual and artistic traditions that have shaped human civilization. If we fail to do so, we risk producing a generation that is technically proficient but historically and culturally adrift. In contrast, if we embrace the challenge, we can help cultivate graduates who are not only prepared for their careers but who also possess the wisdom, perspective and creativity that a deep engagement with history and the humanities provides.