Abstract
This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.
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