1*Kshatriya College of Engineering, India; Research Fellow, INTI International University, Nilai, Malaysia. Email: reachfirst@gmail.com Mobile: +91-9390828622 ORCID: https://orcid.org/0000-0002-0961-7977 (Corresponding Author)
2*Dept of English, School of Humanities and Social Sciences, GITAM Deemed To Be University, Hyderabad, India. Email: rchevula@gmail.com (Corresponding Author)
3Faculty of Business and Communications, INTI International University, Nilai, Malaysia. Email: cheehoo.wong@newinti.edu.my ORCID: https://orcid.org/0000-0003-0691-4463
4School of Pharmacy, GITAM Deemed To Be University, Hyderabad, India. Email: dbeda@gitam.edu ORCID: https://orcid0000-0002-8135-3291
5School of Pharmacy, GITAM Deemed To Be University, Hyderabad, India. Email: aattalur@gitam.in ORCID: https://orcid.org/0009-0009-2424-4820
6School of Pharmacy, GITAM Deemed to be University, Hyderabad, India. Email: lmabohla@gitam.in ORCID: https://orcid.org/0009-0006-8933-8383
7GITAM School of Pharmacy, GITAM (Deemed to be) University, Hyderabad, Telangana, 502329, India. Email: vinyasmayasa7@gmail.com ORCID: https://orcid.org/0000-0003-0972-0760
8Research Fellow, INTI International University, Malaysia. Email: ravivarala@gmail.com ORCID: https://orcid.org/0000-0002-6466-9454
Received: 12th Dec, 2025; Revised: 12th Feb 2026; Accepted: 13th Feb, 2026; Available Online: 10th March, 2026
Current student engagement literature often overlooks the psychosocial dimensions of learning, especially the process by which students decide to drop out of learning opportunities. In this paper, a model of identity-based engagement and disengagement is proposed to better understand why some students reject educational opportunities. Educational systems in particular, are prone to disengagement because certain learning activities can evoke strong emotional responses or challenge students' sense of identity. Drawing on social identity theory, the paper shows how specific educational tasks can conflict with students' identity elements, creating cognitive dissonance. As a result, students may perform an identity-based risk-reward assessment when deciding whether to engage with or reject learning opportunities (drop-out). By recognizing this disengagement process, educators can more effectively re-engage students in learning. The paper further critiques much of the research on at-risk students, which often focuses on individual students or subgroups, leading to remedial actions that may inadvertently reinforce their alienation and lack of agency. These students become passive recipients of interventions, perpetuating the very systems that initially alienated them. The paper concludes with practical implications of the identity-based disengagement model and suggestions for future research, advocating for a more nuanced approach that considers the psychosocial factors influencing student engagement and disengagement.
Keywords: Education, Dropouts, Student engagement, Disengagement, Educational systems, Motivation, Students at risk, Teaching Practices, Pharmacy Students
How to cite this article: Madhavedi S, Chevula R, Hoo WC, B DP, Attaluri A, L GM, Maisa V, Varala R. Identity Based Engagement and Disengagement in Education: Bridging Gaps Between Students and Systems. Int J Drug Deliv Technol. 2026;16(3): 707. DOI: 10.25258/ijddt.16.3.78
Source of support: Nil.
Conflict of interest: None