As higher education becomes more widespread, student demotivation has emerged as a significant challenge, negatively impacting academic performance and personal growth. Studies indicate that a large proportion of students, especially male students and those in higher grade levels, experience varying degrees of demotivation, with this issue being particularly prevalent in science and engineering fields. The underlying causes are complex and involve a range of factors at the personal, institutional, and societal levels. These include lack of motivation, poor self-regulation, weak professional identity, unengaging teaching methods, poorly structured curricula, and limited resources. In addition, societal pressures, such as employment concerns and a utilitarian approach to education, further contribute to the problem. This study combines questionnaires and interviews to assess the current state of demotivation among students and explore its key influencing factors. It suggests several interventions, including strengthening psychological counseling, enhancing career planning, improving teaching methods, optimizing curriculum design, and fostering a positive social environment. A multi-faceted, collaborative approach is needed to boost students' intrinsic motivation and support their overall development. Addressing student demotivation is essential for achieving SDG4 (Quality Education), as it directly influences learning quality, fosters inclusive and equitable education, and supports the development of lifelong learners capable of contributing to sustainable development.