Exploring the Link Between Life Habits and the Choice of Pedagogical Module: A Qualitative Study Based on Student Interviews

Exploring the Link Between Life Habits and the Choice of Pedagogical Module: A Qualitative Study Based on Student Interviews

Alina Sîrghea¹, Mara-Sînziana Pascu²

¹Iasi University of Life Sciences, Mihail Sadoveanu Alley, No.3, Iasi 700490, Romania

²Special Secondary School “Constantin Păunescu”, Iasi, Romania

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000320

Received: 10 June 2025; Accepted: 14 June 2025; Published: 15 July 2025

ABSTRACT

This research paper investigates the relationship between students’ life habits and their choice of psycho-pedagogical modules in higher education. Utilizing qualitative methods, including in-depth interviews, the study aims to uncover how lifestyle factors such as time management, study habits, social interactions, and personal interests influence the selection of educational pathways. The findings suggest that life habits play a significant role in shaping students’ academic decisions, highlighting the need for educational institutions to consider these factors in curriculum design and student support services.

Keywords; Students’ life habits, pedagogical module, educational pathways

INTRODUCTION

The choice of psycho-pedagogical modules is pivotal in shaping students’ academic and professional trajectories. These modules serve as foundational components in educational programs, equipping students with essential knowledge, skills, and competencies critical for their personal and professional development [2]. In an increasingly competitive job market, selecting appropriate modules can significantly influence not only students’ career paths but also their job satisfaction, overall success, and long-term fulfillment [21]. Understanding the myriad factors that influence these choices can provide invaluable insights into student decision-making processes, guiding educators and administrators in developing curricula that resonate with students’ diverse needs and aspirations [11].

Life habits—encompassing a broad range of behaviors, attitudes, and practices—play a crucial role in shaping students’ educational choices. These habits include study techniques, time management strategies, self-discipline, and interpersonal skills, all of which significantly impact academic performance and engagement [17]. For instance, students who adopt effective study techniques, such as active learning, spaced repetition, and self-regulation, are more inclined to choose modules that challenge them and align with their preferred learning styles [19]. Conversely, students who struggle with time management may gravitate toward less demanding courses, potentially hindering their academic progress and long-term aspirations. This highlights the need for a comprehensive understanding of how life habits influence academic choices, ultimately shaping students’ educational experiences and outcomes. Personal values also play a significant role in the decision-making process regarding module selection. Values such as social responsibility, intellectual curiosity, and a commitment to lifelong learning can drive students toward psycho-pedagogical modules that reflect their ideals and passions [20]. For example, students who prioritize community engagement may be naturally drawn to modules focused on educational psychology, social work, or community development, while those with a strong interest in research methodologies may seek courses in educational theory or assessment practices. Recognizing the alignment between students’ values and their academic choices not only enhances educational engagement but also fosters a deeper connection between students and their learning experiences [10].

Moreover, the decision-making process is often complicated by external factors, including family expectations, peer influences, and societal trends. Many students navigate a complex landscape where personal aspirations intersect with external pressures [7]. Family backgrounds can significantly shape students’ choices; those from families that emphasize educational achievement may feel compelled to pursue modules that align with traditional or prestigious career paths, while students from diverse backgrounds may explore alternative or less conventional options that resonate more closely with their personal interests. Similarly, peer groups can exert considerable influence on module selection, as students may seek to align their choices with those of their friends or classmates, further complicating their decision-making processes.

As students progress through their academic journeys, they frequently encounter a plethora of choices that reflect not only their educational goals but also their evolving identities, interests, and future aspirations. This complexity underscores the importance of developing a nuanced understanding of the factors at play in students’ decision-making processes. To this end, this study aims to delve deeper into how various life habits affect students’ selections of psycho-pedagogical modules through qualitative research based on in-depth interviews with students. By examining the motivations, experiences, and challenges faced by students, we can gain richer insights into the complexities of their decision-making processes and the factors that influence their academic trajectories.

Through these qualitative interviews, this research will explore how factors such as study habits, personal values, familial expectations, and peer influences converge to shape students’ educational choices. It will also investigate how students perceive the relevance and applicability of psycho-pedagogical modules in relation to their personal and professional aspirations. Additionally, this study seeks to identify potential gaps in existing curricula and suggest strategies for creating more inclusive and supportive educational environments. By giving voice to students’ experiences and perspectives, the research aims to inform educators, policymakers, and curriculum developers about the importance of fostering supportive environments that encourage informed decision-making, thus aligning educational offerings more closely with the diverse needs and aspirations of students.

By enhancing our understanding of the interplay between life habits and psycho-pedagogical module selection through qualitative insights, this research holds the potential to inform best practices in education. It seeks to ensure that students are empowered to make choices that reflect their true interests and aspirations while preparing them for the challenges and opportunities that lie ahead in their professional lives. Ultimately, this exploration aims to contribute to the development of educational frameworks that not only enhance academic performance but also support students in their holistic growth and career readiness, fostering a generation of engaged, informed, and adaptable individuals ready to navigate the complexities of the modern world.

METHODOLOGY

Objective

1. To identify the life habits of students that influence their module choices.
2. To analyze the relationship between these life habits and educational decisions.
3. To provide recommendations for educational institutions based on the findings

Participants

In this study, a total of 35 students were selected through purposive sampling to ensure a diverse representation that reflects the multifaceted nature of the student population within the fields of agriculture, horticulture, animal husbandry, and veterinary medicine. Purposive sampling was chosen for its effectiveness in identifying participants who possess specific characteristics relevant to the research objectives, allowing for a deeper understanding of the factors influencing students’ choices of psycho-pedagogical modules. To achieve a balanced representation, several criteria were established for participant selection:

Gender Diversity: The sample included an equitable distribution of male and female students, recognizing that gender may influence educational choices and experiences, particularly in fields traditionally dominated by one gender. By ensuring gender diversity, the study aimed to capture a range of perspectives on how psycho-pedagogical modules are perceived and selected across different gender identities.

Age Variability: Participants ranged from traditional college-age students to mature learners (25-27 years old) who may be returning to education after a significant hiatus. This age variability is crucial, as it allows for insights into how different life stages and experiences impact educational decision-making within agricultural sciences. Younger students may approach module selection differently than older students, who may have more defined career goals and life experiences to draw upon.

Academic Background: The sample specifically included students from agriculture, horticulture, animal husbandry, and veterinary medicine. This focus ensured a broad spectrum of perspectives within the agricultural sciences, allowing for an exploration of how prior knowledge and interests influence the choice of psycho-pedagogical modules. Students from these diverse fields may have distinct motivations and challenges when selecting courses, informed by their specific academic and career aspirations.

Instrument

The interview guide was designed to explore students’ life habits, extracurricular interests, and perceptions of psycho-pedagogical modules. The objective was to gather qualitative data that would provide insights into how these factors influence students’ academic choices and experiences in higher education. The development of the interview guide began with a comprehensive review of existing literature related to academic habits, student engagement, psycho-pedagogical studies, and factors influencing educational choices. This review helped identify key themes and constructs that needed to be addressed in the interviews. Relevant theories and frameworks, such as self-regulated learning, motivation theories, and the role of extracurricular activities in academic success, were considered to inform the guide’s content. Based on the literature [22], [8] a draft version of the interview guide was created. It included questions that aimed to elicit detailed responses about students’ the interview guide was developed. It included a mix of open-ended and follow-up questions designed to encourage participants to share their experiences and perspectives in detail.

Procedure

Before the interviews begun, each participant was provided with an informed consent form. This form detailed the study’s aims, assured confidentiality, and emphasized the voluntary nature of participation. All participants expressed their understanding and consented to proceed.

The interviews were conducted in a comfortable and quiet setting, either in person or via video conferencing platforms. Each session began with casual conversation to build rapport and ease any potential nervousness.

Using the semi-structured interview guide, the interviewer navigated through various topics, allowing participants to share their experiences freely. Questions focused on daily routines, study habits, and the role of extracurricular activities in their academic lives. Participants were encouraged to elaborate on their responses, leading to insightful discussions.

With permission, the interviews were audio recorded for accuracy. The interviewer also took notes to capture non-verbal cues and key points that added depth to the conversations.

After each interview, participants were thanked for their time and valuable insights. The recordings were subsequently transcribed verbatim to prepare for analysis. During the transcription process, the research team conducted an initial review to identify recurring themes and interesting statements. Daily routines, study habits, social influences, personal interests, and perceptions of psycho-pedagogical modules.

Questions were categorized into thematic sections, allowing for a structured yet flexible format during the interviews.

A pilot test of the interview guide was conducted with a small group of students to assess the clarity and effectiveness of the questions. This step was crucial for identifying any ambiguous language or questions that did not elicit the desired depth of response.

Feedback from the pilot participants led to revisions, including rephrasing questions and adding prompts to encourage elaboration on specific topics. After incorporating feedback from the pilot test, the final version of

Data analysis

The data analysis phase aimed yo systematically interpret the qualitative data collected from the interviews with 35 students. The goal was to extract meaningful insights regarding how students’ life habits and extracurricular activities influence their choices related to psycho-pedagogical modules.

After the interviews were conducted, the audio recordings were transcribed. This step was critical as it ensured that all participants’ responses were accurately captured, including nuances in tone and emphasis that could provide context to their statements.

The transcription process involved careful listening and re-listening to ensure fidelity to the original conversation. Each transcript was labeled with participant identifiers to maintain anonymity while allowing for easy reference during analysis.

Once transcriptions were complete, we engaged in a thorough review of the transcripts. This initial reading aimed to become familiar with the breadth of responses and to get a general sense of the data.

During this phase, we noted initial impressions, recurring themes, and any interesting or unexpected points raised by participants.

Each transcript was systematically coded, with segments of text being categorized according to the established codes. This process involved identifying phrases, sentences, or paragraphs relevant to each theme. For example,

responses discussing time management techniques were coded under “Time Management Skills,” while those reflecting on personal interests were categorized under “Personal Interests and Values.”

To facilitate the coding process and manage the data efficiently, qualitative analysis software (Atlas.ti) was used. This software allowed researchers to organize coded data, search for patterns, and visualize connections between different themes.

Once coding was complete, the research team examined the coded data to identify overarching themes and patterns. This step involved grouping similar codes to form broader categories that encapsulated key insights from the interviews.

For instance, codes related to “study techniques,” “time management,” and “academic routines” were grouped under a larger theme of “Time Management.” Similarly, codes reflecting “peer influence,” “group activities,” and “social support” formed a theme centered on “Social Influences.”

The interpretation phase involved synthesizing the identified themes with the research objectives. We reflected on what the data revealed about the connections between students’ life habits, their extracurricular involvement, and their perceptions of psycho-pedagogical modules.

Each theme was analyzed in detail, exploring not only what students expressed but also the implications of their responses. For example, the theme of “Time Management” was interpreted in the context of how effective time management could lead to improved academic performance and reduced stress.

RESULTS

Themes Identified

1. Time management: Students who prioritized time management reported more strategic module selection, aligning their choices with their career aspirations.
2. Social influences: Peer recommendations and social networks significantly impacted students’ decisions regarding psycho-pedagogical modules.
3. Personal interests and values: Many students expressed that their personal interests in psychology and education, also career development guided their module choices, reflecting intrinsic motivation.

The interviews revealed that the students possessed notably disciplined life habits, which significantly influenced their academic performance and choices regarding pedagogical modules.

1. Time Management

1. Structured daily routines: Many students reported having a well-defined daily structure, which included regular wake-up times, scheduled study periods, and specific blocks of time dedicated to relaxation and social activities. This organizational approach facilitated their ability to juggle multiple responsibilities, including coursework, part-time jobs, and personal commitments. Research indicates that students who adopt structured routines often experience reduced stress and improved academic outcomes [12].
2. Cognitive and emotional benefits: For instance, students who maintain consistent sleep patterns report better cognitive function and higher energy levels, contributing to enhanced academic performance [1]. One student shared that adhering to a daily schedule allowed them to allocate time effectively for both academic pursuits and self-care, resulting in a more balanced lifestyle. By setting specific times for studying, exercising, and socializing, students felt they could manage their obligations without sacrificing their well-being.
3. Example of time allocation: One student detailed their morning routine, which included waking up at 6:30 AM, engaging in a 30-minute workout, and dedicating an hour to reviewing lecture notes before classes began. This routine not only energized them but also fostered a sense of accomplishment early in the day, setting a positive tone for their academic activities. Another student mentioned how they reserved Sunday afternoons for meal prepping, which not only saved time during the week but also ensured they maintained a healthy diet, positively impacting their concentration and energy levels.
4. Time management skills: The effective use of organizational tools was another common theme among the students. Many employed planners, to-do lists, and digital applications to manage their time efficiently. This systematic approach to time management enabled them to prioritize tasks effectively, ensuring that they met academic deadlines while also allowing time for personal interests.
5. Utilization of technology: Studies have shown that strong time management skills are linked to higher academic performance and lower levels of anxiety [16], [4]. One student noted that using a digital calendar not only helped them keep track of deadlines but also allowed them to set reminders for study sessions, which was particularly beneficial during busy weeks. The discipline of planning ahead contributed to their ability to stay on top of their coursework without feeling overwhelmed. Additionally, some students mentioned using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maintain concentration and prevent burnout.
6. Peer influence and accountability: The role of peers in fostering effective time management was also highlighted. Some students reported forming study groups where they collectively planned their study schedules, creating accountability and mutual support. This collaborative approach not only improved their time management skills but also strengthened their social connections. For example, one student shared that their study group met every Wednesday to review materials for the upcoming week, allowing them to share insights and resources.
7. Consistency in study habits: Students with disciplined study habits reported feeling more prepared for exams and assignments. They often engaged in regular review sessions, utilized techniques such as spaced repetition, and practiced active recall. These strategies are supported by cognitive research indicating that such methods enhance retention and comprehension [18], [6].
8. Structured study strategies: For example, one student described a routine where they dedicated specific evenings to review lecture notes and study for upcoming tests. This consistency not only reinforced their understanding but also alleviated pre-exam anxiety, as they felt more in control of their learning process. Students emphasized that this routine was especially helpful in maintaining motivation during stressful periods, such as midterms and finals.
9. Resource utilization: Additionally, students mentioned utilizing various resources, including online platforms and library services, to supplement their learning. The access to diverse materials allowed them to explore topics more deeply, catering to different learning styles. One student indicated that using online flashcards helped them prepare for psychology exams more effectively than traditional study methods.
10. Goal setting and reflection: Many students mentioned the importance of setting short- and long-term academic goals as part of their disciplined life habits. They engaged in regular reflection on their progress, which helped them adjust their strategies as needed.
11. Strategic goal tracking: For instance, students who set specific goals for their grades or skills often found it easier to stay focused and motivated. Research supports the idea that goal-setting enhances motivation and performance by providing clear benchmarks for success [14]. One student shared that they kept a journal to track their goals and reflect on their achievements, fostering a growth mindset and encouraging them to embrace challenges.
12. Reflective practices: By regularly reviewing their progress, students felt empowered to make necessary adjustments to their study techniques, enabling them to stay aligned with their academic aspirations. This reflective practice not only improved their academic performance but also contributed to their personal development. Many students noted that this reflection allowed them to celebrate small victories, reinforcing their dedication to their educational journey.

2. Social influences

Extracurricular activities played a vital role in shaping the students’ academic choices and overall university experience. Many participants were engaged in a variety of extracurricular pursuits, ranging from clubs and sports to volunteer work and community service.

1. Connection to pedagogical modules: Students articulated a strong connection between their extracurricular activities and their choice of psycho-pedagogical modules. For instance, those involved in educational outreach programs or tutoring expressed a desire to deepen their understanding of psychological principles to enhance their effectiveness in these roles.
2. Experiential learning: The connection between extracurricular activities and academic choices highlights the importance of experiential learning in informing academic decisions. Additionally, students often cited examples where their extracurricular activities directly informed their academic interests, such as a student who volunteered at a local mental health clinic and subsequently enrolled in courses focused on psychological counseling.
3. Development of interpersonal skills: Participation in extracurricular activities provided opportunities for students to develop critical interpersonal skills, such as communication, teamwork, and leadership. These competencies are particularly relevant in psycho-pedagogical contexts, where understanding human behavior and facilitating effective learning are paramount.
4. Team dynamics: Students noted that their involvement in group activities—whether in sports teams or collaborative projects—enhanced their ability to work effectively with peers, which in turn motivated their choice of modules that emphasized collaborative learning techniques [3]. For example, one student detailed their experience in a leadership role within a student organization, where they facilitated workshops on effective communication strategies. This experience not only honed their public speaking skills but also solidified their interest in pursuing educational psychology.
5. Peer learning: Furthermore, students expressed that their participation in extracurricular activities allowed them to learn from their peers, gaining diverse perspectives on various issues. This peer learning environment fostered a sense of community and support, reinforcing their commitment to their academic goals.
6. Resilience and time management: Engaging in extracurricular activities fostered resilience among students. Many reported that balancing academics with extracurricular commitments taught them how to manage their time effectively and cope with stress.
7. Coping mechanisms: This resilience is essential in the field of psycho-pedagogy, where practitioners often face challenging situations requiring adaptability and emotional intelligence [15]. For example, students involved in volunteer work described how these experiences helped them develop coping strategies for managing both academic pressures and the emotional demands of their extracurricular roles.
8. Perspective on challenges: Engaging in diverse activities also helped students develop a healthy perspective on failure. They learned to view setbacks as opportunities for growth rather than insurmountable obstacles, which contributed to their overall resilience. One student shared how failing to secure a leadership position in a club motivated them to seek feedback and improve their skills for future opportunities.
9. Social networking and community building: Many students emphasized the social aspect of extracurricular involvement, noting that it facilitated the formation of friendships and professional networks.
10. Sense of belonging: These connections not only provided a sense of belonging but also offered valuable opportunities for collaboration and mentorship. Students reported that their involvement in clubs and organizations allowed them to meet others with similar interests, which further fueled their passion for psycho-pedagogical studies.
11. Networking events: Engaging with peers who shared their aspirations helped reinforce their commitment to their academic goals. Networking events and workshops organized by student organizations also provided platforms for students to connect with alumni and professionals in their field, offering insights into career paths and potential opportunities. For instance, several students mentioned how attending a guest lecture by a prominent psychologist inspired them to explore specific areas of research, leading to further academic pursuits.

3. Personal interests and values

1. The majority of students viewed psycho-pedagogical modules as highly relevant and beneficial to their academic and career aspirations. This perception was shaped by several factors:
2. Intrinsic motivation: This intrinsic motivation reinforced their commitment to coursework, as they perceived psycho-pedagogical studies as essential for their aspirations in helping professions [13]. Several students mentioned how their experiences in tutoring and mentoring shaped their choice of modules, as they wanted to gain more knowledge about child development and learning theories.
3. Practical applications of knowledge: Students expressed that the concepts and theories learned in psycho-pedagogical modules had practical applications in real-world settings. They noted that the knowledge gained would be valuable in various contexts, including educational institutions, counselling centers, and community organizations.
4. Real-world contexts: For instance, one student articulated how understanding developmental psychology would enhance their ability to support younger students in a tutoring role, reinforcing their commitment to the course [5]. This practical orientation not only motivated students to engage deeply with the material but also helped them envision their future roles in society.
5. Skill application: Students highlighted specific projects in their coursework, such as developing lesson plans or interventions for diverse learners, which they found particularly relevant and applicable. The ability to create realistic scenarios based on classroom learning allowed students to feel more prepared for future teaching or counselling roles.
6. Interactive learning environment: The perception of psycho-pedagogical modules as useful was also linked to the engaging learning environments fostered by faculty and peers.
7. Active learning techniques: Students appreciated interactive teaching methods, such as group discussions, case studies, and role-playing exercises, which allowed them to apply theoretical knowledge to practical situations. This active engagement heightened their interest in the subject matter and solidified their commitment to these modules. Research shows that active learning strategies can enhance student motivation and retention of information [9].
8. Peer collaboration: Students expressed a desire for more hands-on experiences, such as simulations or fieldwork, to further connect theory with practice. Many indicated that these interactive elements made the learning experience more enjoyable and relevant, reinforcing their choice to pursue psycho-pedagogical studies. They often cited specific examples of classes where collaborative projects led to deeper discussions and a stronger grasp of complex concepts.
9. Career preparation: Many students articulated that the skills and knowledge acquired from psycho-pedagogical studies would enhance their employability and effectiveness in their future careers.
10. Industry demand: They recognized the growing demand for professionals with a strong understanding of psychological principles and effective pedagogical methods in various fields, including engineering as a team leader or worker who need emotional and social skills to face challenges in a changing and complex society. This awareness of industry trends further motivated their choices, as they sought to equip themselves with the relevant skills and knowledge that would set them apart in the job market [13].
11. Internship opportunities: Several students mentioned attending career fairs and networking events specifically focused on psycho-pedagogical careers, demonstrating their proactive approach to career planning. They often sought internships and volunteer opportunities that would provide them with practical experience and enhance their resumes.
12. Professional Development: Students expressed interest in integrating professional development components into their coursework, such as workshops on resume writing, interview techniques, and networking strategies, to prepare them for the job market.
13. Feedback and adaptation: Students also noted that receiving feedback from instructors and peers during their psycho-pedagogical courses helped them refine their understanding and skills.
14. Constructive criticism: Constructive feedback was viewed as a crucial component of their learning process, enabling them to identify areas for improvement and adapt their approaches. One student shared that peer reviews of presentations allowed them to gain different perspectives and enhance their communication skills.
15. Iterative learning: This iterative process of feedback and adaptation contributed to their overall confidence in their abilities. Furthermore, students suggested that incorporating peer feedback sessions into more courses would be beneficial, as they found it valuable to hear diverse viewpoints and learn from one another. This collective learning environment fostered a culture of openness and continuous improvement.

DISCUSSIONS

The qualitative analysis from interviews with 35 students presents compelling evidence of a robust interrelationship among disciplined life habits, active participation in extracurricular activities, and the perceived value of psycho-pedagogical modules. The students reported that their structured routines and effective time management not only facilitated academic success but also promoted a deeper engagement with their studies. This structured approach allowed them to allocate time efficiently across various commitments, ensuring a balanced academic and personal life.

Moreover, students recognized that their extracurricular interests, ranging from volunteer work to participation in clubs and organizations, significantly enriched their educational experiences. Many articulated that these activities were not tangential to their academic pursuits; rather, they complemented and reinforced their learning. By engaging in practical applications of their theoretical studies, students developed a more nuanced understanding of psycho-pedagogical principles, allowing them to connect classroom learning with real-world scenarios.

The proactive approach adopted by these students—characterized by goal-setting, seeking constructive feedback, and networking—highlights their commitment to personal and professional growth. This orientation not only enhances their academic performance but also equips them with critical skills necessary for future endeavors in the psycho-pedagogical field. Their ability to navigate challenges and seek opportunities for improvement positions them favorably for future professional success.

Given the insights derived from the interviews, educational institutions are urged to consider the following comprehensive recommendations:

Integration of extracurricular programs: Institutions should prioritize the development of extracurricular programs that align closely with psycho-pedagogical studies. These programs can take various forms, such as collaborative projects with local schools, community service initiatives, or workshops that allow students to apply their knowledge in practical settings. Establishing partnerships with educational institutions and community organizations can facilitate service-learning opportunities, while internship programs can provide invaluable hands-on experience in educational or counseling environments.

Workshops on discipline and time management: Institutions should implement workshops aimed at cultivating disciplined life habits among students. These workshops can focus on effective time management and study techniques, equipping students with tools to balance academic and personal commitments. Incorporating digital tools, such as productivity apps, and practical applications in these workshops can further engage students. Additionally, establishing peer tutoring programs can foster a collaborative learning environment where students support each other’s academic growth.

Feedback mechanisms: Establishing robust feedback mechanisms is crucial for maintaining an adaptive educational environment. Institutions should create avenues for students to share their perspectives on the relevance and applicability of psycho-pedagogical modules. Regular surveys, focus groups, and open forums can facilitate meaningful dialogue between students and faculty, ensuring that curricular offerings are responsive to the evolving needs of the student body.

Career guidance: Institutions should enhance career guidance and counseling services to help students connect their academic pursuits with career pathways. By providing insights into the practical applications of their studies, institutions can bolster students’ motivation and engagement. Workshops on resume writing, interview preparation, and networking strategies can empower students to navigate the job market effectively. Additionally, establishing a mentorship program that pairs students with professionals in the psycho-pedagogical field can offer invaluable guidance and support.

Mentorship programs: The establishment of mentorship programs is vital for fostering student development. Pairing students with experienced professionals in psycho-pedagogical domains can provide guidance on academic challenges and career trajectories. These mentors can share insights on industry trends, best practices, and personal experiences, helping students make informed decisions about their future.

Incorporation of active learning methods: Faculty members should be encouraged to adopt active learning methodologies in their teaching. Techniques such as collaborative projects, case studies, and real-world problem-solving activities can enhance student engagement and facilitate the application of knowledge in practical contexts. Offering training sessions on best practices for active learning can further enrich the educational experience for students enrolled in psycho-pedagogical modules.

Encouragement of interdisciplinary learning: Institutions should actively promote interdisciplinary learning by encouraging students to explore courses outside their primary field of study. This broadening of academic horizons can provide students with diverse perspectives, enriching their understanding of psycho-pedagogical principles. Courses in related fields—such as sociology, anthropology, or the arts—can offer valuable insights into human behavior and learning processes, fostering a more holistic educational experience.

Future Research Directions

1. Longitudinal studies: Future research should consider longitudinal studies that track students’ academic and professional trajectories over time. Such studies could provide valuable insights into how disciplined life habits and extracurricular involvement influence career paths and professional development in the long term.
2. Comparative studies: Conducting comparative studies between students in psycho-pedagogical programs and those in other academic disciplines could yield significant insights regarding the unique challenges and advantages associated with psycho-pedagogical training. This comparison could help identify specific factors that contribute to the success of students in this field.
3. Impact of technology: Investigating the role of technology in shaping students’ academic habits and extracurricular engagement is essential. Understanding how digital tools facilitate or impede learning experiences can reveal new strategies for enhancing student engagement and success.
4. Qualitative studies: Expanding qualitative research to include interviews or focus groups with a more diverse range of student populations can enrich the understanding of how various backgrounds influence academic choices and experiences. This breadth of perspective can contribute to a more comprehensive understanding of the psycho-pedagogical landscape.

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APPENDIX 1

Quotes from participants

“I always plan my week ahead, and that helps me choose modules that fit my schedule and goals.”

“My friends encouraged me to take this module, and I found it really aligns with what I want to do in the future.”

 Thank the participant for agreeing to the interview.

– Explain the purpose of the study and the importance of their insights.

– Assure confidentiality and the voluntary nature of participation.

Background Information:

1. Can you please tell me your name, age, and academic program?
2. What year of study are you currently in?

Section 1: Daily routines and time management

1. Can you describe a typical day in your life?

    Probes: What time do you wake up? How do you organize your day?

2. How do you prioritize your tasks and responsibilities?

    Probes: Do you use any specific tools or methods (e.g., planners, digital apps)?

3. How much time do you dedicate to studying each week?

    Probes: Do you have a study schedule? How do you balance study time with leisure activities?

4. What study techniques do you find most effective?

   Probes: Do you prefer studying alone or with others? What resources do you use?

5. How do you prepare for exams or assignments?

   Probes: Do you have a specific strategy or routine?

6. Can you share any challenges you face in your study habits?

    Probes: How do you overcome these challenges?

Section 2: Social Influences

7. How do your friends or peers influence your academic choices?

    Probes: Have they recommended specific modules or study strategies?

8. Do you participate in any study groups or academic clubs?

   Probes: How do these groups impact your learning experience?

Section 3: Personal interests and values

9. What interests or passions do you have outside of your academic program?

    Probes: How do these interests influence your educational choices?

10. What motivates you to pursue a psycho-pedagogical module specifically?

    Probes: Are there particular experiences or values that drive this choice?

11. How do you envision your life habits evolving as you progress in your studies?

    Probes: Are there changes you wish to implement?

12. What are your long-term academic or career goals?

    Probes: How do you see your current life habits supporting these goals?