In Their Words: Assessing Undergraduate Intellectual Curiosity Across Home, Classroom, and Digital Landscapes

Authors

DOI:

https://doi.org/10.46328/ijonses.732

Keywords:

intellectual curiosity, undergraduate learning, digital environments, professor-student relationships, post-pandemic education

Abstract

This study explored intellectual curiosity among undergraduate students, focusing on the interplay of home, school, and digital environments, particularly in the post-pandemic educational context. Employing a sequential exploratory mixed-method design, data were collected from undergraduates at a southeastern U.S. university through surveys, interviews, and reflective journals. The research examined how cultural backgrounds, family dynamics, personal relationships, and digital tools influenced students' learning engagement and intellectual curiosity. Findings revealed that supportive professors, experiential learning opportunities, and the integration of digital technologies play pivotal roles in fostering intellectual curiosity. Students expressed a strong desire to explore new ideas, yet many identified rigid academic structures and outdated teaching methods as barriers to engagement. Family and peer relationships further shaped students' academic motivation, with digital tools such as YouTube, TikTok, and Google serving as significant resources for informal learning. The quantitative analysis highlighted that meaningful professor-student interactions and effective technology integration significantly predicted student engagement. The study underscores the importance of creating culturally responsive, flexible, and interactive learning environments that connect personal, academic, and digital space. The study emphasizes the value of integrating digital tools, cultivating professor-student relationships, and designing innovative teaching strategies to enhance intellectual curiosity. These insights highlight actionable ways educators can create personalized and engaging academic experiences in an increasingly interconnected educational landscape.

Author Biographies

Charlene Desir, Nova Southeastern University

Dr. Charlene Désir received her doctorate from the Harvard Graduate School of Education. She is a research professor at Nova Southeastern University. She is also the founder of The Empowerment Network, Global; an empowerment non-profit for Haitian women and children. Dr. Désir’s academic interest is in the social and academic adjustment of Haitian students in public schools, specifically school’s social curriculum, social trauma occurring in schools, and how social issues affect cognitive ability and social development. Dr. Désir has presented various papers on the topic of Haitian students and their adjustment to the U.S. She has also published on the subject of immigrant identity and becoming a reflective researcher. She served as the 2012 president of the Haitian Studies Association, an academic professional group that supports Haitian scholarship. Dr. Désir has worked as a school psychologist, K-12 school counselor, school administrator, academic advisor, and professor.

Georgina Arguëllo, Nova Southeastern University

Georgina ArguëlloNova Southeastern University, USA, deheredi@nova.edu, https://orcid.org/ 0000-0002-9524-0685

Rachel Panton, Nova Southeastern University

Rachel PantonNova Southeastern University, USA, rwestley@nov.edu, https://orcid.org/0009-0001-4618-9246  

Amenia Farraj, Florida International University

Amenia FarrajFlorida International University, USA, afarr040@fiu.edu, https://orcid.org/0009-0004-8029-8608  

Jalynn Sylvain, Nova Southeastern University

Jalynn SylvainNova Southeastern University, USA, js5315@mynsu.nova.edu, https://orcid.org/009-0002-4011-0565

References

Désir, C., Arguëllo, G., Panton, R., Farraj, A., & Sylvain, J. (2025). In their words: Assessing Undergraduate intellectual curiosity across home, classroom, and digital landscapes. International Journal on Social and Education Sciences (IJonSES), 7(1), 1-24. https://doi.org/10.46328/ijonses.732

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Published

2025-01-01

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Articles