For years, we’ve been chasing learner engagement like it’s some elusive treasure—something that will magically appear if we just give the right pep talk or create a fun activity. But here’s the truth: engagement isn’t something we wait to happen. It’s something we must intentionally design for. When we talk about learner engagement, we’re really talking about something far deeper than enthusiasm or excitement, and definitely not entertainment. It’s about creating a space where learners feel connected, challenged, and invested in their own learning. And none of that happens by accident.
Teacher-Learner Relationships: The Core of Engagement
Let’s start with the most critical factor in engagement: teacher-learner relationships. Every task, every lesson, every objective is filtered through the lens of how students feel about the person in front of the room. Hattie’s 1.09 effect size for teacher credibility is a reminder that when kids believe in us, they invest more in the learning process. Credibility comes from authenticity—showing up day after day as someone learners can trust. It’s not just about knowing your content. It’s about being transparent, admitting when you don’t have all the answers, and being genuinely invested in your learners’ growth.
But it’s not enough to just be “nice” or “approachable.” Learners need to see that we believe in their potential, and that we are there to push them toward success. This means creating a learning environment where feedback is frequent and meaningful, where challenges are seen as growth opportunities, and where students feel supported enough to take risks. If our learners don’t see us as credible—if they don’t believe that we genuinely care about their learning and their future—then nothing else matters. The best-designed lesson in the world won’t engage a learner who doesn’t feel seen or valued.
Designing for Interest and Challenge
According to the 2024 Voices of Gen Z report, many students are losing interest in their schoolwork. They don’t find it exciting or intellectually stimulating, and they don’t see the relevance to their lives. As educators, this should hit us hard. When students are bored, they disengage. When they disengage, they stop learning. So, we have to design for interest and challenge. We have to start thinking about how our lessons ignite curiosity. What are we doing to make learning feel like a journey of discovery rather than a set of tasks to complete?
The report shows that too many students feel unchallenged, and this is a design flaw, not a learner flaw. We have to create tasks that push our students to think critically, problem-solve, and wrestle with ideas that stretch them beyond their comfort zones. But the challenge has to be just right—too much, and they give up; too little, and they check out. It’s a delicate balance, but when we get it right, we engage learners not just for the duration of a lesson, but for the long haul. It’s in the sweet spot of challenge where learners feel their growth, and that’s where engagement thrives.
Relevance and Real-World Connection
Engagement takes a nosedive when students don’t see how their schoolwork connects to their future. The Voices of Gen Z report highlights that learners aren’t seeing the relevance of their lessons to real-world careers or their personal strengths. This is where we, as educators, need to take a hard look at what we’re asking students to do. Is the work we’re assigning connected to the real world in any tangible way? Are we helping students see how what they’re learning today matters for their tomorrow?
Intentional design means creating tasks that go beyond worksheets and isolated skills. We need to design learning experiences that allow students to apply their strengths and see themselves in the work. Learners need to understand that the skills they’re developing now—whether it’s critical thinking, collaboration, or problem-solving—are the same skills that will open doors for them in the future. When students can connect the dots between school and the real world, engagement skyrockets. They see the purpose in their learning, and with that comes a deeper level of investment.
If engagement is missing from our classrooms, it’s not because learners don’t want to engage, many of them come to school curious and ready to discover learning. Engagement might be missing because we haven’t designed the environment for it to happen. Engagement doesn’t just walk through the door. It’s built through intentional relationships, carefully crafted challenges, and learning that feels relevant and real to the learners we serve.The Voices of Gen Z report is a wake-up call for all of us. Our kids are telling us what they need to be engaged: interest, challenge, relevance, and connection. It’s up to us to listen. When we design for engagement, we quit teaching to the test or the curriculum and start designing learning that matters. And when learners are engaged, that’s when the real magic happens. They don’t just learn—they thrive.
