This study investigates the influence of collaborative learning factors—teamwork, communication, and adaptability—on students’ involvement in extra-curricular activities in vocational colleges across Anhui Province, China. Recognizing the increasing importance of holistic student development in higher education, the research aims to identify how collaborative learning enhances engagement beyond the classroom. A quantitative research design was employed, utilizing structured questionnaires distributed among 379 students from four universities. The study also examined the mediating roles of students’ perceived benefits and educator support in strengthening this relationship. Data were analyzed using descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM). Findings revealed that teamwork (? = 0.056, p < 0.05), communication (? = 0.138, p < 0.05), and adaptability (? = 0.236, p < 0.05) significantly and positively affect students’ participation in extra-curricular activities. Furthermore, both mediating variables—students’ perceived benefits (? = 0.349, p = 0.006) and educator support (? = 0.342, p = 0.003)—were found to significantly enhance engagement outcomes. The model demonstrated excellent fit indices (CFI = 0.989, RMSEA = 0.272, ?²/df = 2.2), validating the conceptual framework. The results suggest that collaborative learning fosters essential soft skills, motivation, and institutional support, all of which contribute to holistic student growth. Overall, the study underscores the need for higher education institutions to integrate collaborative learning strategies into both academic and co-curricular contexts to cultivate adaptable, confident, and industry-ready graduates.
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