A Sociological Examination of "Recessive Truancy" in University Classrooms under Comprehensive Digitalization

Xiao Li; Bo Li; Xue Yan; Wanli Luo

doi:10.70088/zfbnwc11

Authors

Xiao Li School of Artificial Intelligence, Sichuan Tourism University, Chengdu, China Author
Bo Li School of Artificial Intelligence, Sichuan Tourism University, Chengdu, China Author
Xue Yan School of Artificial Intelligence, Sichuan Tourism University, Chengdu, China Author
Wanli Luo School of Artificial Intelligence, Sichuan Tourism University, Chengdu, China Author

DOI:

https://doi.org/10.70088/zfbnwc11

Keywords:

digitalization, university education, student engagement, classroom management, higher education, sociology

Abstract

In the context of comprehensive digitalization, the phenomenon of recessive truancy in university classrooms has become increasingly prominent, posing significant challenges to higher education quality and pedagogical effectiveness. Drawing upon sociological theories, this study conducts a comprehensive examination of this phenomenon through a multi-dimensional analytical framework. Employing a mixed-methods approach that integrates systematic literature review, empirical classroom observation, and behavioral-emotional survey analysis, the research identifies the underlying causes of recessive truancy as multifaceted, encompassing the broader social environment, institutional management mechanisms, instructional quality, and individual student-related factors. The phenomenon exerts substantial negative impacts on instructional order, students academic development, and educational equity. Consequently, from a sociological perspective, this paper proposes targeted strategies focusing on optimizing university management systems, enhancing teaching quality, and fostering student self-improvement. A one-year university-based empirical study demonstrated the significant effectiveness of these strategies in mitigating recessive truancy behaviors. The findings provide a practical pathway for improving the current state of university classroom teaching and offer a viable paradigm for peers and similar institutions seeking to address disengagement in digitally transformed educational environments.

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