Learning stimulus for disengaged learners: Roles of outside participation

Background Learning contributes to adaptive performance needed in today’s business. A key challenge is workplace disengagement which can lead quiet quitting. Past studies indicate the compatibility when examining critical issues of learning in either a workplace or a classroom. Objective The case study examines the impacts on disengaged learners by outside participation. The business community’s participation focuses on providing continuous direct feedback and creating expectation (or subjective norms) at one upper secondary school where the feeling of disengagement has been prevalent. Methods The study’s construct adapts Theory of Planned Behavior and the Double-loop Learning Concept. The survey is completed by 171 current (Grade 12) and former students who have had two-year interactions with the business community from a group of 200 students. Statistical analysis is applied to examine the impacts on learning intention and behavior. Results The findings show the positive influence from direct feedback and subjective norms on intention to learn and attitude of disengaged learners which result in positive learning actions and behavior. Conclusions Dealing with disengagement should recognize consistency and continuity of feedback when involving outside participants. Feedback design to challenge the learners’ mindset and importance of subjective norm and informal learning are part of this consideration.