Students’ Perceptions of Meaningful Learning: A Systematic Literature Review
Keywords:
Meaningful Learning. Student Perception. Educational ContextAbstract
This study aims to synthesize research findings on students’ perceptions of meaningful learning and the contextual factors that influence them. Using a systematic literature review (SLR) approach, 19 empirical articles published between 2015 and 2025 were reviewed from indexed databases such as Scopus, Web of Science, and Google Scholar. The inclusion criteria required that studies explicitly addressed students’ perceptions of meaningful learning across different educational levels. The analysis revealed that students perceive meaningful learning as a process that is relevant to real life, fosters active engagement, enhances intrinsic motivation, and connects with personal goals and future aspirations. Contextual factors shaping these perceptions include student-centered strategies, interactive learning environments, the integration of technology and multimodality, cultural and linguistic backgrounds, as well as relational support from teachers and institutions. Overall, meaningful learning contributes positively to students’ motivation, learning satisfaction, and academic achievement. Nevertheless, challenges remain, including the need to deepen students’ reflection, align perspectives between students and educators, and develop more comprehensive instruments to measure the multidimensional aspects of meaningful learning.
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