Student engagement is a key factor in higher education, as it is linked to better academic performance and higher student retention rates. This study analyzes teachers’ perceptions of student engagement and the factors influencing their evaluation, considering the university of origin, teaching experience, and disciplinary area. A quantitative study was conducted with 195 teachers from five European universities. A validated questionnaire was used to measure perceptions of engagement in four dimensions: classroom participation, interaction with faculty, use of academic resources, and collaborative work. Data were analyzed using hypothesis tests and ANOVA to identify significant differences between groups. The results show that the university of origin influences the perception of student engagement, with significant differences in classroom participation and faculty interaction. Teachers in Social Sciences and Humanities reported greater collaborative work and participation in debates, while in Formal Sciences, engagement perception was lower. On the other hand, teaching experience did not significantly influence the evaluation of student engagement. The findings suggest that differences in the perception of student engagement depend more on the institutional context and teaching methodologies than on faculty seniority. Additionally, the positive impact of technology use and active methodologies in teaching is highlighted. It is recommended that universities implement strategies to foster student engagement, especially in disciplines where perceived participation is lower. Future studies could explore the relationship between student engagement and academic performance, as well as the impact of hybrid teaching models in higher education.