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Active learning has been widely promoted in recent decades in higher education in various disciplines, including applied science fields such as engineering. Greater student engagement is considered by instructors to result in improved student learning. Instructors have introduced various activities to their classes to reduce or replace long lecture hours in an attempt to promote active learning. This requires students to engage deeper with content, both theoretical and practical. However, student engagement amounts to more than just physical activity, even though many instructors may be inclined to think otherwise. Physical activity, as indicated by student behavior, does not necessarily mean that knowledge construction has occurred. This results in less than optimum achievement of desirable learning outcomes and raises questions about the need to consider other engagement dimensions, including emotional, cognitive, and agentic, given that all of these connect with, and influence how humans learn and how the brain functions. Multidimensional engagement is crucial in stimulating and sustaining student engagement for effective learning. Through the lens of Transdisciplinarity, this paper relates multidimensional engagement to effective knowledge construction. It explains the connection that can be made between multidimensional engagement and experiential learning theory. It reports on how this has been applied in the teaching of engineering. The paper offers suggestions for promoting and maintaining multidimensional engagement, which would benefit the successful implementation of easy-to-implement and complex active learning methods and strategies in engineering education and beyond.