This study aims to clarify the relationship between proactive engagement and students’ learning effectiveness in political theory courses at universities in Ho Chi Minh City. Building upon traditional studies of student engagement, which typically conceptualize engagement through three dimensions: behavioral, emotional, and cognitive, this research emphasizes examining the role of proactive engagement. This dimension reflects students’ initiative in proposing ideas, engaging in critical discussion, and actively shaping their own learning processes. A quantitative research design was employed, with data collected from a survey of 385 university students. Structural Equation Modeling (SEM) analysis indicates that proactive engagement has a positive and statistically significant impact on learning effectiveness. These findings provide scientific evidence to support the renewal of teaching methods, promoting a shift from knowledge transmission toward constructivist and debate-oriented...
This study aims to clarify the relationship between proactive engagement and students’ learning effectiveness in political theory courses at universities in Ho Chi Minh City. Building upon traditional studies of student engagement, which typically conceptualize engagement through three dimensions: behavioral, emotional, and cognitive, this research emphasizes examining the role of proactive engagement. This dimension reflects students’ initiative in proposing ideas, engaging in critical discussion, and actively shaping their own learning processes. A quantitative research design was employed, with data collected from a survey of 385 university students. Structural Equation Modeling (SEM) analysis indicates that proactive engagement has a positive and statistically significant impact on learning effectiveness. These findings provide scientific evidence to support the renewal of teaching methods, promoting a shift from knowledge transmission toward constructivist and debate-oriented approaches in political theory courses.