Asian Journal of Research in Nursing and Health

Creating an effective home learning environment requires adequate space, ventilation, lighting, and thermal comfort. Minimizing distractions supports concentration, well-being, and academic productivity. Despite existing research on environmental conditions and student performance, limited studies have specifically examined the relationship between indoor environmental factors and academic engagement among Filipino nursing students. This study therefore aims to determine the influence of selected indoor environmental factors—including noise, lighting, temperature, study space, and technological distractions—on the academic engagement of nursing students in the Philippine context. This study examined indoor environmental factors as determinants of nursing students’ academic engagement. Conditions such as noise, lighting, temperature, study space, and technological distractions influence cognitive, emotional, and behavioral functioning. This study used a quantitative descriptive-correlational design to examine how environmental factors—noise, lighting, temperature, study space, crowding, and technological distractions—affect the academic engagement of second-year BSN students at a private college during the Academic Year 2025–2026. A total of 220 respondents were selected from 513 students via stratified random sampling. Data were collected using a structured Google Forms questionnaire and analyzed with descriptive and inferential statistics. Technological distractions (M = 3.80, High) were commonly experienced, mainly from mobile phones. Noise (M = 3.78, High) received the lowest mean; while conditions were generally acceptable, some students reported difficulty controlling noise. Overall, environmental factors were rated high, though variations in noise, study space, and digital distractions may still affect learning experiences. A moderate, statistically significant positive relationship was found between environmental factors and academic engagement (rs = 0.380, p < 0.001), indicating that more favorable environments were associated with higher engagement. The null hypothesis was rejected, confirming environmental factors significantly relate to nursing students’ academic engagement. Nursing students demonstrated high academic engagement, particularly in the cognitive and affective dimensions, reflecting strong motivation and mental involvement.