SENSE OF BELONGING IN UNIVERSITY CLASSROOMS: CONCEPT, DIMENSIONS,  AND PEDAGOGICAL IMPLICATIONS

Lu Quoc Vinh; Nguyen Ngoc Chi Lan

Lu Quoc Vinh	lqvinh@ctu.edu.vn	Can Tho University 3/2 road, Ninh Kieu ward, Can Tho City, Vietnam 2 Can Tho University of Medicine and Pharmacy 179 Nguyen Van Cu street, Tan An ward, Can Tho City, Vietnam
Nguyen Ngoc Chi Lan*	nnclan@ctump.edu.vn	Can Tho University of Medicine and Pharmacy 179 Nguyen Van Cu street, Tan An ward, Can Tho City, Vietnam

Summary:

In the context of Vietnamese higher education reform oriented toward competency development, credit-based training, blended learning, and digital transformation, the quality of students’ learning experience depends not only on learning tasks, teaching methods, feedback, or technology, but also on students’ perceptions of their position within the classroom community. This article uses a theoretical research approach, combining conceptual analysis and selective literature synthesis, to clarify the concept of sense of belonging in university classrooms. The findings show that sense of belonging constitutes a socio-psychological condition for quality learning experience, rather than merely an individual emotional state or an indicator of academic social integration. The article identifies four dimensions of sense of belonging: Academic, relational, emotional, and learning community; thereby providing a theoretical basis for constructing university classrooms as connected and supportive learning communities that encourage students’ meaningful participation.

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Keywords:

Sense of belonging

university classroom

learning experience

university students

pedagogical implications.

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Journal:

No. 10, October 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

SENSE OF BELONGING IN UNIVERSITY CLASSROOMS: CONCEPT, DIMENSIONS, AND PEDAGOGICAL IMPLICATIONS