Learning Environment Challenges and their Influence on Student Motivation in Higher Education Settings
Jon Paul Reyes, Manuel Malabanan, Naren Chifamba
Received: 07 April 2026; Revised: 23 May 2026; Accepted: 26 May 2026; Published: 27 May 2026
DOI: https://doi.org/10.66074/MTH88X00C9
Abstract
This systematic review examined how learning environment challenges influence student motivation in higher education institutions. Guided by the PRISMA framework, the study synthesized empirical evidence to identify key environmental factors shaping motivational outcomes. A comprehensive search of major databases such as Scopus, Web of Science, ERIC, and Google Scholar focused on peer-reviewed studies published from 2020 to 2026. After screening and applying eligibility criteria, 15 studies were included in the narrative synthesis. Findings showed that learning environment challenges affect motivation across four interconnected domains: psychological and social conditions, instructor and institutional support, technological integration, and institutional adaptability. Psychological barriers such as limited interaction and low emotional safety reduce engagement and intrinsic motivation, while strong communication environments enhance motivation and learning outcomes. Instructor-related issues, including insufficient guidance and weak feedback, lower participation, whereas supportive teaching improves motivation and engagement. Technological challenges, such as poor usability and cognitive overload, further hinder sustained interest. Institutional factors like rigid policies and curriculum misalignment also negatively impact motivation. Overall, the findings highlight that student motivation is shaped by complex environmental systems. Supportive, flexible, and well-integrated learning environments are essential for promoting engagement, persistence, and academic success.
Keywords: blended learning, instructional support, learning environment, online learning, student engagement, student motivation
Corresponding Author Information: PHINMA-Rizal College of Laguna, Philippines; jonpaulreyes1006@gmail.com
Volume 2, Issue 2, June 2026