I am not asking about liking being engineer or med doctor, or mathematician; i have in mind the activity, the act itself of studying, obtaining knowledge.
Another way: is learning among preferred activities of your students?
A short and simple question with a complex answer.. To answer briefly, based on my observations as an instructor, no, students don't like it. Studying is quite time consuming, it takes a lot of energy, constant stepping out of your comfort zone, difficult schedules, not always friendly and patient teachers, often uncomfortable and sub-optimally constructed study programmes, especially in academic education. Looking at all this, the young student body unequivocally says: ‘No, I don't. I don't want that.’ And continues: ‘But if there is no alternative to education, I will try to find a loophole, to make education easier for me, so that I will still have energy and time for my young and interesting life’.
But if we observe more carefully, the answer is not so categorical. All of the above is true until the student is ‘immersed’, involved in the study of a topic, in solving a problem. If this happens as a result of the student's own efforts or the instructor's skill, then from that moment the topic, question, or problem being studied becomes personal to the student, and the student is engaged in learning with passion and excitement. And then yes - he/she likes to learn
The answer to this simple question is an unequivocal "No!". It is true what is said that "if you placed the key to the door of heaven ... or knowledge ... in-between a book, many students would never find it." This saying is so true of many of my students, too.
It seems that a lot of students these days prefer using the mobile for social media, gaming and the like to studying and learning on their own. Motivation is needed in most cases
This cant be answered so simply. Your question is a combination of two sub-questions:
Do students like to study - perhaps not....most of them would love the alternative if there was any.
But , do students like to gain knowledge - yes, many of them want to know - but not necessarily by studying traditional books - in the era of social media, videos and AI tools, knowledge can be gained from multiple sources and in various interesting ways. Students do like to gain different types of knowledge from sources they like, in the form they are most convenient with.
As students grow, their liking towards their studies deteriorates. This is because of many reasons. One, of course, parenting .
Of course, the contemporary students, like to study, but of different form of us, that we did it, in our last time.
They like to study including the tecnology, with few letters an more inmages, if it is possible with movements, and empliying less time. Their brain is accustums to do it. They are active brains that need active education.
We, the teachers, must to learn how to teach for the actually learning forms.
At the moment, it is not functional the tradional education, it is the reason.
The majority of them like learning and studiying just for succeeding in their exams.
معظم طلابي يحبون التعلم والأنشطة والأساليب التي استخدمها في التدريس
د.عصام أحمد النقيب Let me guess: they are adult students, aren't they?
د.عصام أحمد النقيب Could you share your experience in some level of detail?
As far as I know, currently motivation to learning is a generalized issue, even over here, in this discussion we have got several opinions on this regard...
فعلاً الدافعية للتعلم قضية عامة وتحتاج إلى أساليب جذب وتشويق لزيادتها عند المتعلم لأن الأساليب التقليدية تثير الملل وتجعل المتعلم عبارة عن متلقي للمعلومات فقط
Yes, most students enjoy learning when it is engaging and useful. The love of learning depends on how the content is presented and how it relates to their interests and goals. When there is interaction, excitement, and applications, it is a fun and motivating learning experience.
Such a powerful and essential question. In my experience working with psychology students — both undergraduate and postgraduate — learning becomes a preferred activity only when it resonates with inner meaning and personal growth.
What students often resist is not learning itself, but the pressure, decontextualization, or alienation from their values and life narratives. When we invite reflection, relevance, and co-creation into the learning process, many students begin to rediscover the joy of knowledge as a deeply human act.
I would love to hear how others navigate this balance between external academic demands and internal motivation.
Olha A. Cherepiekhina Educator, Psychologist, Researcher in Mental Health and Professional Development
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