The decline in student attendance at university lectures is a persistent issue discussed among educators and academics (Sloan et al., 2020; Pons Fanals, et al., 2025). Existing research has extensively examined the causes of student absenteeism, with recent studies noting a rise in university attendance gaps (Álvarez et al, 2023). However, the connection between absenteeism and the unique traits of Generation Z remains understudied. Then the aim of this study is to investigate the reasons behind students' decisions to skip in-person classes, aiming to identify strategies to reverse this trend. It also explores students' opinions on what motivates or discourages their attendance. Despite the well-documented benefits of in-person learning—such as improved academic performance, deeper engagement, and opportunities for collaboration (Ancheta et al., 2021; Silvestri, 2003)—universities face growing absenteeism rates. This trend challenges traditional education models and calls for innovative solutions.

Of 6,502 enrolled students, 878 responded (13.5%), with 465 completing most questions and 429 providing detailed open-ended responses. The qualitative data was analyzed using thematic coding, identifying recurring themes such as teaching quality, practical learning, and classroom dynamics. The findings reveal that low perceived value of lectures, evolving learning habits, and institutional culture are key factors contributing to absenteeism.

1) Attendance Levels
The survey sample skew toward frequent attendees, with an average self-reported attendance rate of 81%—higher than the 60% observed in the prior faculty survey (Pons Fanals et al., 2025). Most respondents were full-time students (70% enrolled in 54–65 credits), under 22 years old (88%), and not employed (only 31% worked part-time).
2) Reasons for Absenteeism
Students link attendance to the perceived value of lectures, often weighing the cost-benefit of attending versus self-study. Most discouraging elements are related to methodological factors such as: a) boring or irrelevant lectures which entail that students decided to skip classes that lack engagement or practical application; b)poor teaching methods, this is monotonous, slide-heavy lectures discourage attendance, while interactive sessions (e.g., case studies, debates) favor them, and c) assessment structure: continuous evaluation motivated attendance, but unclear or disconnected assessments have the opposite effect. These findings coincide with other studies (Marburger, 2006; Dolnicar et al, 2009, Majeed et al., 2019), that reinforce the main role of methodological factors in the students’ abseenteeim reasons.
3) Enhancing in-person classes
Students propose several improvements. First, teaching quality, that is, the need to bet on clear, enthusiastic instructors who foster interaction. Second, active learning which implies more case studies, flipped classrooms, and real-world examples. Third, classroom environment has to be respectful, with a participatory atmosphere with regular breaks. Finaly, institutional reforms are claimed, that is better schedules, updated syllabi, and hybrid learning options. These findings are supported by other academic studies (Bahadori et al, 2020; Menendez Alvarez-Hevia et al, 2021).

Keywords: Absenteeism, educational innovation, higher education, classroom teaching, University of Barcelona.