<p>In fostering collaboration and improving education, the input of students plays a pivotal role. The study employed an extended model of the theory of planned behaviour to investigate students' engagement in effective teaching and learning practices. A structured survey collected data from 196 students on Scholarship of Teaching and Learning (SoTL) principles at a public university in Ghana. Through a quantitative approach utilizing Partial Least Squares Structural Equation Modelling, our findings revealed that students' intentions do not consistently translate into effective teaching and learning behaviour regarding SoTL. However, the influence of subjective norms on students' SoTL intentions was confirmed. Notably, the study unveiled that students' contributions are often underutilized, leading to their reduced confidence in shaping effective teaching and learning practice based on SoTL principles. We recommend that universities address this issue by actively involving students, listening to their concerns, and valuing their perspectives to enhance teaching and learning practices.</p>