Abstract:

Doctoral student engagement plays a critical role in shaping research progress, well‑being, and successful degree completion. However, existing scholarship on engagement remains conceptually dispersed across disciplines and contexts. This study employs a PRISMA‑guided systematic literature review to synthesise current evidence on how engagement is defined, fostered, and experienced within doctoral education. A structured search of major academic databases yielded a refined body of eligible studies, which were analysed thematically. The synthesis highlights four core domains of engagement: academic engagement centred on supervisory relationships and research practices; social engagement informed by peer and scholarly communities; institutional engagement shaped by support structures and resources; and personal engagement driven by motivation, identity, and resilience. Findings emphasise supervision quality and institutional support as key enablers, while isolation and unclear expectations emerge as persistent barriers. The review identifies notable gaps in longitudinal and Global South‑focused research, offering recommendations for strengthening doctoral support ecosystems.

Keywords:

Doctoral student engagement, supervision, doctoral student support, academic persistence, doctoral quality assurance, responsible AI use.