Legislative revisions to attendance mandates in german higher education and the experiences of academics: a case study informed by self-determination theory

This study investigates the impact of a legal regulation that relaxes mandatory attendance requirements in university courses in certain German states on academic practices. This study employed a descriptive design within a qualitative framework. The study group comprised six academics affiliated with Johannes Gutenberg University in Germany during the 2023–2024 academic year. Data were collected through semi-structured online interviews and analyzed using descriptive methods. The findings reveal that the legal regulation operates within a multi-layered structure. First, it was determined that higher education policies vary among the states in accordance with Germany’s federal structure, and that participation policies are shaped within this decentralized governance framework. Second, the emergence of the regulation was influenced by the positioning of students as autonomous and adult individuals, as well as by political and institutional pressure dynamics. Third, regulation enhances student autonomy and self-regulation skills, supports intrinsic motivation, and fosters innovation and academic competition in teaching processes. However, it was also determined that the regulation has led to significant negative consequences, such as a decline in faculty motivation, weakened classroom interaction, reduced course quality, and a diminished sense of responsibility among students. In conclusion, this study demonstrates that attendance policies in higher education encompass both pedagogical opportunities and structural risks, highlighting the necessity of balanced policies that strike a balance between student autonomy and the quality of teaching processes.