Dr Ahmed Elbediwy, a senior lecturer at Kingston University, focuses on how motivation is critical for student success.
Reframing motivation in higher education
In higher education, we often acknowledge the importance of motivation – whether seen in sports, academia, or the workplace. Yet, despite this shared understanding, academic-led motivation remains underused in improving student attainment. While we frequently discuss its value, embedding it meaningfully into teaching practice and institutional culture is far less common.
This reflection explores how a shift in perspective and practice, centred on academic-led motivation, transformed student engagement and outcomes. It also highlights how small, intentional changes can create a ripple effect that enhances a student’s overall learning environment.
Recognising the gap: from delivery to connection
Initially, I believed that well-prepared lectures were key to effective lecturing. I invested a significant amount of time in refining content and delivery. However, when students disengaged or failed to attend, I was left questioning the impact of my efforts. As an experienced academic with Senior Fellowship and someone who works extensively on HE pedagogy to improve student outcomes, it got me thinking about the reasons behind this.
It immediately became clear that the issue wasn’t solely about content or delivery – it was about connection. Students weren’t just lacking engagement; they were lacking a sense of value and belonging. Motivation, I realised, isn’t about pushing students harder – it’s about helping them understand what they do on their course matters. When students feel emotionally and intellectually connected to their learning, their intrinsic motivation begins to flourish (van Rooij et al 2018).
A shift in perspective: understanding student burdens
Many students today, in comparison to fifty years ago, have a lot more barriers to contend with. Students have to find a balance between academic responsibilities and a multitude of external factors, including the obligation to work for financial reasons, caregiving, and family pressures (Mihai-Costea et al 2023; James et al 2024). In such a context, attending lectures becomes a choice weighed against competing demands. If students don’t feel seen or valued, their motivation naturally declines, and they simply don’t feel the need to attend.
This realisation prompted a change in my approach. I began to incorporate simple, consistent affirmations – messages of encouragement before, during, and after lectures. These gestures, though small, signalled to students that their presence and effort were recognised. These motivations began to become more frequent and targeted to when students were more stressed around key deadlines and included encouraging quotes and examples to reinforce that they were being seen and we all wanted them to do well. This was enhanced with mini theory-based competitions with rewards. Students began to engage further and increased attendance at lectures was noted.
Additionally, I made a conscious effort to learn students’ names and reference their contributions in future sessions. This personal touch helped foster a sense of belonging and accountability, reinforcing that each student mattered.
Building motivation through communication
Motivational language doesn’t need to be complex. I started with the basics: “Well done for attending today,” or “Thank you for engaging today – you were so good.” These acknowledgments opened the door to academic trust and opening to engagement. Over time, students became more willing to participate, ask questions, and take ownership of their learning.
I also began to share short stories of past students who overcame challenges and succeeded. These narratives served as powerful reminders that perseverance pays off and that support is always available. The goal was to normalise struggle and celebrate progress, however small.
Listening and responding: motivation as a dialogue
Motivation is not a one-way street. To truly engage students, we must also listen. I introduced open feedback sessions. These actions reinforced a sense of partnership in the learning process. I also simplified academic language and created a more inclusive environment. One initiative, “No Question is Silly in Science,” encouraged students to speak up without fear of judgment both verbally and using an anonymous online medium if they were too shy. This helped dismantle barriers to engagement and fostered a culture of curiosity, learning, and wanting to know more.
The result? Students felt heard, respected, and motivated to continue engaging. They began to reflect more deeply, apply concepts more confidently, and attend more consistently. This two-way communication helped build a classroom culture rooted in mutual respect and shared responsibility for learning.
Impact and outcomes
The outcomes of this motivational approach were both measurable and meaningful:
- Lecture attendance remained consistently high across the academic year.
- Student satisfaction scores were among the highest in the university.
- Qualitative feedback highlighted the value of a welcoming, encouraging learning environment.
“Lectures were incredibly engaging and informative, with a friendly approach and welcoming attitude making the lectures exciting and interesting to attend and motivated me to learn more.”
But beyond metrics, the most rewarding outcome was seeing students motivated not just to pass, but to grow.
What became increasingly evident was that motivation, when authentically embedded, fosters resilience. Students began to approach challenges not with avoidance, but with curiosity and determination. They were more likely to seek help, collaborate with peers, and reflect on their learning processes. This shift also encouraged a more dynamic classroom atmosphere—one where students felt safe to take intellectual risks. The sense of shared purpose between educator and learner became a powerful driver of progress, reinforcing that motivation is not a momentary spark, but a sustained, evolving force.
Motivation as a catalyst for change
Motivation cannot be imposed—it must be nurtured. By embedding motivational practices into everyday teaching, we can transform the student experience. When students feel seen, supported, and valued, they engage—and the results speak for themselves.
This journey has shown me that academic-led motivation is not just a teaching tool—it’s a strategic approach to student success. It is a mindset that, when embraced, can redefine the educational experience for both students and educators alike.
Dr Ahmed Elbediwy is an award-winning Senior Lecturer and Course Leader for BSc Biochemistry at Kingston University. With a passion for inclusive, student-centred teaching, he is also actively involved in several pedagogic projects for the betterment of student belonging and attainment.
Bibliography:
Mihai-Costea, A., Hersi, N., Abu, L., Gunawan, F., Coakley, E., Gould, S., & Elbediwy, A. (2023). Investigating barriers that prevent students attaining their full potential during their degree. New Directions in the Teaching of Natural Sciences, 18(1). https://doi.org/10.29311/ndtns.v18i1.4120
James, J., Bellaouane, L., Ottley, C., Shearman, G., Whiting, K., Elbediwy, A., & Johnson, D. (2024). The Identification of Student Carers and the Burden of their Caring Responsibilities on Academic engagement and Student Life. New Directions in the Teaching of Natural Sciences, (19). https://doi.org/10.29311/ndtns.vi19.4693
van Rooij, E.C.M., Jansen, E.P.W.A. & van de Grift, W.J.C.M. First-year university students’ academic success: the importance of academic adjustment. Eur J Psychol Educ 33, 749–767 (2018). https://doi.org/10.1007/s10212-017-0347-8
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