Ninety engineering students from the University of Ljubljana, Slovenia—studying electrical, chemical, maritime, and transport engineering—were introduced to various topics related to the Green Transition through a creative movement approach. This holistic teaching method integrates the arts and is grounded in embodied cognition, using the body and movement as central elements in the learning process. In addition to the engineering lecturer, sessions were co-facilitated by an artist—a dancer and choreographer.

To explore the students’ engagement, thirty non-intrusive, high sampling-rate wearable devices (ResearchRings by Biopac) were used to record electrodermal activity, skin temperature, and heart rate. These physiological signals were recorded simultaneously for up to 30 students during the lectures. Students’ subjective responses to the kinaesthetic teaching approach were also collected.

Basic descriptive statistics were used to examine the relationship between physiological data and students’ reported attitudes and beliefs about the approach. Furthermore, an index of physiological synchrony was computed to assess the level of collective engagement during the sessions.

Findings suggest that students’ physiological responses during the lectures may serve as a valid indicator of their level of engagement. Subjective feedback indicated that students found the arts-based approach stimulating for their creativity. They also reported a more positive classroom atmosphere, improved well-being, and enhanced understanding of the lecture content.

Acknowledgement:
This work was supported by the project »University of Ljubljana for the sustainable society - ULTRA«, which is co-financed by the Republic of Slovenia, the Ministry of Higher Education, Science and Innovation and the European Union - NextGenerationEU.

Keywords: Psychophysiology, arts integration, creative movement, higher education, engineering education.