Empathy Matters: Exploring Teacher-Student Dynamics and Student Outcomes in Professional Undergraduate Courses

Authors

  • Mansi Gupta Model Institute of Engineering and Technology, Jammu, J&K
  • Diksha Mahajan Model Institute of Engineering and Technology, Jammu, J&K
  • Jaswinder Kour University of Jammu, Jammu, J&K

DOI:

https://doi.org/10.16920/jeet/2026/v39i3/26086

Keywords:

Cognitive Empathy, Affective Empathy, Interpersonal Theory, Teacher-student Interaction, Student Outcomes, Learning Process, Machine Learning, Cluster Analysis.

Abstract

The present study investigates the pivotal role of teacher empathy in promoting positive, cognitive, and psychological outcomes among undergraduate students taking professional courses. Drawing upon insights from Interpersonal Theory, the research explores the intricate dynamics of teacher empathy on student outcomes mediated by teacher-student interactions within the professional educational context. Utilizing quantitative data gathered through surveys and employing machine learning techniques for analysis, the study synthesizes contemporary research with established educational literature highlighting empathy's profound impact on learning. Emphasizing the dual responsibility of educational institutions in nurturing both intellectual and emotional development, the study underscores empathy's intrinsic significance within the professional education system. The results reveal that the quality of teacher-student interaction significantly mediates the relationship between teacher empathy and student outcomes. Specifically, findings indicate that emotional support, effective classroom management, and instructional support serve as key mechanisms through which teacher empathy influences student cognitive and psychological well-being. This research contributes to a deeper understanding of the interplay between empathy, teacher-student dynamics, and student outcomes, thereby informing strategies for enhancing educational practices and student success.

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Published

2026-01-29

How to Cite

Gupta, M., Mahajan, D., & Kour, J. (2026). Empathy Matters: Exploring Teacher-Student Dynamics and Student Outcomes in Professional Undergraduate Courses. Journal of Engineering Education Transformations, 39(3), 118–129. https://doi.org/10.16920/jeet/2026/v39i3/26086

Issue

Volume 39, Issue 3, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

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