Humanizing Virtual Learning as a Predictor of Student Engagement and Persistence

Abstract

The transformation of higher education toward virtual modalities has increased the need to preserve the human and relational dimensions of learning. This study aimed to determine the predictive capacity of the humanization of virtual learning on student engagement and persistence. A quantitative, non-experimental, cross-sectional study with an explanatory-predictive scope was conducted with 240 higher education students enrolled in virtual programs, who completed a structured questionnaire using a five-point Likert scale. The results showed favorable perceptions of humanization (M = 3.78), engagement (M = 3.69), and persistence (M = 3.84). Positive and statistically significant correlations were identified between humanization and engagement (r = 0.682; p < 0.001), and between humanization and persistence (r = 0.641; p < 0.001). Humanization explained 46.5% of the variance in engagement and 41.1% of the variance in persistence. Therefore, humanization constitutes a significant predictor of both student outcomes.