Engagement plays a vital factor for effective teaching and student learning. Yet, research on learning engagement is still limited. In this study, we examine lecturers’ perceptions of factors affecting student engagement in teaching and learning offered at Universiti Technologi Mara Raub Campus and University Sains Malaysia. Nominal group technique (NGT) was employed. The NGT entails face-to-face discussion in small groups and provides a prompt result for researchers. Findings of data analysis revealed that active learning practices, supportive learning environments, technology, and multimedia, as well as student autonomy and choice, were found to be the most significant factors affecting their engagement in teaching and learning. Findings of this study are important for the lecturers to be more aware of the level of accessibility to a personal computer or smartphone among the students and the internet, as well as incoming students’ digital skills and learning habits. The findings serve as guidance for curriculum development, instructional strategies, and educational policy by fostering long-term engagement, transferable skills, and educational challenges. Significantly, these findings enhance pedagogical research and application by linking theory with practice.