Lecturer absenteeism and student well-being: Exploring sustainable learning engagement in higher education

Abstract

This study explores the academic and emotional consequences of lecturer absenteeism in higher education, particularly how different class replacement strategies affect students’ learning engagement, academic responsibility, and emotional well-being. Within the framework of educational sustainability, the research highlights the importance of inclusive, equitable, and emotionally supportive environments for university students. A cross-sectional quantitative survey was conducted involving 693 undergraduate students from a public university in West Java, Indonesia. Participants completed two validated psychometric scales measuring academic attitudes and emotional responses, in addition to an exploratory item on enjoyment of class cancellations and several contextual questions related to the frequency and management of lecturer absences. The data were analyzed using SPSS version 29, employing descriptive statistics, Spearman correlation, Kruskal–Wallis and Mann–Whitney U tests, as well as linear regression analyses. The results show that students consistently maintained a strong sense of academic responsibility, indicating resilience and self-regulated learning tendencies despite instructional disruptions. However, they also reported negative emotional reactions—such as disappointment, frustration, and anxiety—which varied significantly by semester and study program. Satisfaction with the way absences were managed positively predicted academic attitude and negatively predicted emotional distress, whereas enjoyment of canceled classes was associated with lower academic engagement. These findings provide new insights into how universities can foster sustainable learning environments during academic disruptions. By emphasizing the importance of emotional continuity and meaningful replacement mechanisms, this study contributes to the ongoing discourse on student well-being, academic trust, and institutional accountability in times of instructional instability. The implications align with the Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), reinforcing the need for emotionally sustainable academic practices.