Abstract
This study investigates the phenomenon of learning boredom from the perspectives of both students and teachers. Data were collected through interviews with students from various educational levels and with teachers about their experiences. The findings reveal that students and teachers experience a range of emotions regarding the teaching and learning process, from enthusiasm to boredom. These experiences are influenced by both internal and external factors, such as monotonous teaching approaches, student engagement in the learning process, physical conditions, and the relationship between students and teachers. In addition, it was found that some students had difficulty understanding certain material, while others felt more comfortable learning independently through other sources. Recommendations resulting from this research include strategies to improve the quality of teaching, pay attention to balancing workload, strengthen relationships between students and teachers, and implement strategies to overcome boredom in learning. This research provides valuable insights for educators and other interested parties to design a more holistic and sustainable approach to supporting student development in educational environments.
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