<![CDATA[Limited active student engagement remains a challenge in higher education, particularly in lecture-dominated classrooms that do not fully reflect student-centered learning principles. This study aimed to analyze the implementation of audiovisual assisted cooperative learning and its influence on student engagement and classroom interaction. A qualitative descriptive-exploratory design was employed involving students and the lecturer of the Foundation of Educational Science course. Data were collected through semi-structured interviews and classroom observations and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source triangulation. The findings indicate that integrating audiovisual media, including videos, animations, and digital presentations, into cooperative learning activities enhanced students’ understanding of abstract concepts, participation in discussions, and academic interaction. Implementation effectiveness was influenced by group composition, time management, and the lecturer’s facilitation skills. Students also reported increased learning motivation, social interaction, and deeper conceptual understanding. The study concludes that audiovisual-assisted cooperative learning effectively enhances academic engagement while fostering communication, collaboration, and critical thinking skills. These findings imply that integrating audiovisual media into cooperative learning can support more participatory and student centered practices in higher education.enhances academic engagement and supports the development of communication, collaboration, and critical thinking skills in higher education.]]>
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