Student engagement is a well-established factor that impacts the achievement of learning outcomes in higher education and as such, it is being widely researched. This paper explores the efficacy of the Context Challenge Activity Feedback (CCAF) framework in an in-person classroom setting for third-year bachelor students in an Information Systems (IS) Security course. Adopting a quantitative research methodology, the study analyzes student surveys to evaluate the effect of the CCAF framework on aspects such as the applicability of course material to real-world scenarios, course structure and clarity, stimulation of intellectual curiosity, and overall student satisfaction. The findings reveal that a majority of students perceive the course material as highly relevant to real-world IS Security issues, indicating the framework’s effectiveness in contextualizing theoretical concepts. The course’s structure and content clarity were also well-received, with a majority of students reporting positive experiences, suggesting the framework’s success in creating a clear and engaging learning environment. However, responses regarding the stimulation of intellectual curiosity showed variability, highlighting the necessity for adaptive teaching methods to cater to diverse learning preferences. Overall, the study reports high levels of student satisfaction, underscoring the potential of the CCAF framework in enhancing learning experiences in IS Security within traditional classroom settings. The study contributes to the existing studies by providing empirical support for the application and efficacy of the CCAF framework in in-person higher education settings, particularly in a technical and rapidly evolving field like IS Security. The findings have significant implications for pedagogical practices, suggesting that innovative, student-centered approaches like CCAF can effectively enhance student engagement and educational experiences in higher education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
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