Empathy and Emotion in Higher Education: Enhancing Engagement through Affective Teaching

Abstract

In contemporary higher education, the recognition that learning is more than a cognitive process has become increasingly evident across pedagogical research and practice. While the transmission of knowledge and the development of intellectual skills remain core aims of university level instruction, it is now widely acknowledged that the emotional and interpersonal dynamics within the learning environment significantly shape how students engage with material, persist through challenges, and develop meaningful understandings. Emotions and empathy are no longer seen as peripheral or secondary but rather as essential dimensions of effective teaching and learning. This paper presents a comprehensive discussion of the role of emotions in academic performance and motivation, as well as the importance of cultivating empathy as a deliberate pedagogical practice. Together, these affective components form a foundation for inclusive, engaging, and sustainable learning experiences in higher education.