Concern about the lack of attendance in university classrooms is a recurring topic of debate among faculty and academia (Sloan et al., 2020; Pons-Fanals et al, 2025). Therefore, this study focuses on analyzing the reasons that lead students to decide not to attend to face-to-face classes, intending to reverse this trend and highlight the value of classroom learning and the teacher's role.

Previous research shows that the main causes of absenteeism among university students are related to factors of different types:
a) Physical: health problems, transportation issues, and life circumstances related to family matters (Sahin, 2023);
b) Attitudinal: student motivation, interest in the curriculum, not finding lessons meaningful and informative, relationships with professors, and conflicts between students and professors (Majeed et al, 2019; Sahin 2023);
c) Methodological: teaching methods or strategies, curriculum design, and learning environment (Majeed et al, 2019; Sahin 2023); and
d) Organizational: university policies, class schedules, and the general structure of the educational system (Wadesango & Machingambi, 2011; Almenhali et al., 2023; Sahin, 2023).

On the other side, research consistently demonstrates the significant impact of classroom attendance on academic performance and to enhance the educational experience. Numerous studies have highlighted this correlation (Ancheta et al., 2021; Fadelelmoula, 2018; Kirby and McElroy, 2003; Lukkarinen et al., 2016; Moore et al., 2003; Purcell, 2007; Romer, 1993; Silvestri, 2003). Face-to-face learning not only aid in comprehension but also foster emotional engagement with the material (Maturana and Pörksen, 2007). The physical classroom environment provides a dedicated space for focused study, minimizing distractions and promoting concentration. This setting also allows for direct oversight and support from instructors, further enhancing the learning process. Moreover, in-person attendance cultivates opportunities for collaborative learning and peer interaction. These social aspects of education can significantly enrich the overall learning experience.

Despite these well-documented advantages of physical presence in educational settings, educational institutions are grappling with an alarming increase in absenteeism rates. This trend poses a challenge to the traditional model of in-person education and raises questions about how to address this growing issue.

To this end, primary data collected from 465 responses to a survey conducted between January and May 2024 among undergraduate students at the Faculty of Economics and Business at the University of Barcelona are qualitatively analyzed. Students point out, among other reasons, that classes' low added value, student learning patterns, and institutional culture are the main variables discouraging classroom attendance. The research concludes with learning strategies and methodologies to help students face today's society's uncertain and changing challenges.

Keywords: Absenteeism, educational innovation, university, higher education, economic and business studies, classroom teaching, UB.