Humour as pedagogical strategy: an empirical study of its effects on student engagement and academic outcomes in Indian educational institutions

Purpose The objective of the research is to examine the relationship between six humour styles, that is affiliative, self-enhancing, aggressive, self-defeating, parody/spoof and sarcasm impact student engagement (cognitive, behavioural and emotional), and how these collectively impact academic performance in Indian educational institutions. Design/methodology/approach A cross-sectional survey was conducted among 407 final-year undergraduate and postgraduate students enrolled across various universities in India. All institutions were selected using purposive sampling to ensure representation from diverse academic disciplines within the higher education sector. The questionnaire included validated scales covering humour styles, engagement dimensions, demographic variables and academic outcomes (measured by Cumulative Grade Point Average). Data were analysed using Structural Equation Modelling (SEM) and mediation analysis. Findings Results revealed that affiliative and self-enhancing humour had a significant positive impact on both student engagement and academic performance. In contrast, aggressive, self-defeating and sarcastic humour styles negatively affected engagement and achievement. Mediation analysis showed that engagement partially mediated the effects of affiliative humour and fully mediated the detrimental effects of negative humour styles. Originality/value The findings highlight the pedagogical importance of humour in fostering student engagement and improving academic outcomes. This study contributes to the growing body of interdisciplinary research linking humour, emotional climate and student success, and offers practical strategies for educators and academic policymakers to integrate constructive humour into higher education.