The Pedagogical Power of Non-Verbal Communication: Investigating Students’ Perceptions and Academic Experiences in the Educational Environment

Abstract

The study investigates the impact of teachers’ non-verbal communication behaviours on students’ learning experiences, motivation, and emotional well-being in secondary school settings for student perspective. Utilising a mixed-methods approach, the research gathered quantitative data from 300 students across 15 schools and qualitative insights through 30 semi-structured interviews, complemented by systematic classroom observations. The findings reveal that gestures (β=0.289, p<0.001) and body language (β=0.201, p=0.034) significantly enhance students’ motivation by improving clarity and fostering emotional support. In contrast, eye contact (β=0.139, p=0.133) and smiling (β=0.000, p=0.999) showed limited predictive value, suggesting their impact depends on contextual and cultural factors. The study highlights how cultural diversity significantly influences the interpretation of non-verbal cues, with variations in cultural norms affecting student engagement and comprehension. Traditional non-verbal communication strategies face particular challenges in virtual learning environments, necessitating alternative approaches such as enhanced vocal modulation and expressive digital cues. These findings underscore the importance of developing culturally adaptive non-verbal communication strategies and incorporating them into teacher education programmes. The research contributes to understanding the complex dynamics of non-verbal communication in educational settings and provides practical implications for improving teaching effectiveness in both traditional and virtual classrooms..