Abstract
Distance learning programs in sustainability science provide a structured curriculum that covers various aspects of sustainability. Despite the growing recognition of distance learning in higher education, existing literature has primarily focused on specific and detailed factors, without a comprehensive summary of the global themes, especially neglecting in-depth exploration of poor engagement factors. This study bridged this gap by not only examining detailed factors but also synthesizing the overarching themes that influenced student engagement. The aim of this study was to investigate the factors that impact student engagement in distance learning within higher education institutions across different countries. By developing a theoretical framework, three key aspects of student engagement in higher education were identified. A total of 42 students and 2 educators affiliated with universities participated in semi-structured interviews. The findings of this paper indicated that sociocultural, infrastructure, and digital equity factors were the main influencing factors of student engagement. Furthermore, a student engagement assessment system was developed using machine learning algorithms to identify students with low levels of engagement and conduct further analysis that considers the three aforementioned factors. The proposed automated approach holds the potential to enhance and revolutionize digital learning methodologies.