Abida Ayesha
Introduction Over the past decade, higher education has been shaped by increasing academic demands, widespread digital technology use, and growing attention to student wellbeing. Sleep disruption, academic stress, and technology use have emerged as interconnected factors associated with student motivation and academic engagement, although existing evidence remains fragmented across disciplines. Methods This systematic review, conducted following PRISMA 2020 guidelines, synthesises research on how sleep quality and duration, academic stress and burnout, and patterns of technology use (including digital distraction and technostress) relate to behavioural, emotional, and cognitive engagement in higher education. A systematic search across four databases (PubMed, Scopus, Web of Science, and APA PsycNet), covering 2015–2025, identified 403 records; following screening, 32 peer-reviewed empirical studies met the eligibility criteria and were included. No protocol registration was completed prior to the review. Given the heterogeneity of designs and measures, findings were synthesised thematically rather than statistically pooled, with quality appraised using the Mixed Methods Appraisal Tool (MMAT 2018); longitudinal and multi method evidence was weighted more heavily. Results The majority of included studies were appraised as high or moderate-high quality, though the evidence base is predominantly cross-sectional, which limits causal inference. Poor sleep is associated with reduced motivation, impaired self-regulation, and lower engagement, while academic stress is linked to controlled motivation, with burnout frequently reported as a mediating pathway. Technology use shows a mixed pattern: purposeful use appears to support engagement, whereas multitasking, connectivity, and technostress are associated with distraction and disengagement. Discussion The review calls for more longitudinal, multi-method, and intervention-based research to clarify causal pathways and support sustainable engagement.