Demotivating Factors in Higher Education: Evidence from Three Islamic Universities in Bangladesh from 2020-2025

Abstract

This study examines the factors contributing to student demotivation in three Islamic universities in Bangladesh, providing a critical analysis of institutional, academic, personal, and socio-cultural influences on engagement and performance. Using qualitative data from in-depth interviews with students, faculty, administrators, and alumni of three Islamic universities in Bangladesh, the research identifies key demotivating elements, including authoritarian management, limited research and pedagogical resources, traditional lecture-based teaching, unclear institutional missions, high tuition fees, and the absence of student council elections. Additional challenges include insufficient integration of Islamic values, a shortage of Islamically oriented faculty, and limited global recognition of degrees. Findings are interpreted through the lenses of Self-Determination Theory, Herzberg’s Two-Factor Theory, Vroom’s Expectancy Theory, Tinto’s Student Retention Model, and Islamic motivational perspectives emphasizing holistic moral and spiritual development. The study highlights a disconnect between the symbolic implementation of Islamic principles and the substantive cultivation of ethical, intellectual, and professional competencies. Implications underscore the need for curriculum modernization, faculty development, strengthened value-based education, enhanced student participation, and improved institutional reputation. The research offers evidence-based recommendations to enhance student motivation and institutional effectiveness in Islamic higher education.