Student perspectives on building belonging through inclusive teaching and learning practices and learning opportunities

Abstract

Fostering a sense of belonging is a priority in higher education. We used a qualitative approach to investigate how teaching and learning practices in a science curriculum and co-curricular opportunities in a student’s journey influence their sense of belonging. We define co-curricular as opportunities where students can apply and develop the knowledge, skills and competencies acquired through their courses, such as paid placements, internships, and co-design curriculum initiatives. This study was conducted in partnership between staff and students, with co-created methodology and outputs. A thematic analysis of focus group data (N=23 students) identified three key areas which impact belonging: curriculum design which promotes diversity and adopts inclusive pedagogy and practice, designing inclusive co-curricular opportunities, and providing opportunities for students to build relationships and access appropriate levels of support in their learner journey. These findings provide nuanced insights into how belonging is experienced by students and, through the student voice, have enabled us to identify strategies both at the strategic and institutional level, as well as the curriculum level. These strategies can help foster a sense of belonging by adopting a holistic approach to students’ learning experience which is underpinned by principles of inclusivity, active and authentic learning, and student co-creation.