Overview
- A university report drawing on surveys of 2,253 students, 732 professors and 60 faculty leaders finds regular attendance sits near half and reaches about 40% nonattendance in some subjects.
- Psychological and emotional malaise is the top driver at roughly 32% of the explained factors, with academic demotivation near 16% and smaller contributions from transport hurdles, low confidence about passing and class social climate.
- The study connects the trend to post‑2020 practices such as single final‑exam options and easy access to notes and online materials, which reduce the perceived need to attend lectures.
- Professors report more passive behavior and cognitive and emotional disconnection in class, warning of weaker learning, poorer performance and a higher risk of students dropping out.
- UAB proposes active teaching methods, revised assessment systems, timetable and space changes, stronger tutorials and steps to bolster student wellbeing and a sense of belonging.