The engagement CUBE: a dialogical tool for designing, facilitating and monitoring engaged research and teaching strategies Linde Moriau Department of Education and Student Policies, Vrije Universiteit Brussel, Brussels, Belgium Jo Tondeur Multidisciplinary Teacher Training Institute, Vrije Universiteit Brussel, Brussels, Belgium Julie Bertone Academic Centre for Language Tuition, Vrije Universiteit Brussel, Brussels, Belgium Minne Huysmans Department of Education and Student Policies, Vrije Universiteit Brussel, Brussels, Belgium Martina Temmerman Department of Linguistics, Vrije Universiteit Brussel, Brussels, Belgium, and Pieter Meurs Department of Adult Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium Abstract Purpose – Community engaged research and learning strategies are considered meaningful methods for universities to demonstrate their critical importance to today’s societies. At the same time, it is stressed that not all approaches are equally beneficial, highlighting the need for well-considered design and delivery. This paper aims to outline a helpful tool in this regard: the engagement CUBE. Design/methodology/approach – The engagement CUBE was developed by a learning community set- up at a Belgian university to explore the potential of engaged practices for meeting both needs and assets of its urban surroundings. A series of learning circles was organized for discussing recent research findings, experiences and ambitions with engaged campus-community initiatives and support targeted (re)design. Findings – The CUBE is a helpful instrument for navigating the complex fabric of engaged practices. It is to be used as a dialogic tool, facilitating collaborative meaning negotiation and decision-making among participants in engagement strategies. Its purpose is both to help design a supportive environment for establishing The authors of this article would like to thank everyone who has been participating in the learning community for the insightful learnings and sharings. Engagement CUBE Received 31 March 2021 Revised 25 July 2021 Accepted 23 August 2021 International Journal of Sustainability in Higher Education © Emerald Publishing Limited 1467-6370 DOI 10.1108/IJSHE-03-2021-0126 The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/1467-6370.htm