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This study explores the evolving nature of students’ sense of belonging in Finnish higher education, particularly as learning environments shift between in-person, online, and hybrid modes. While much research has focused on belonging in Higher Education, the experiences of Language Centre students remain underexplored. The aim of this study is to understand how belonging is experienced by these students and how teachers can foster it within diverse learning contexts. Through qualitative interviews with 11 Language Centre students, the study finds that belonging is a multifaceted and dynamic process. Students experience belonging not only through direct participation in the course community but also through connections to broader language communities. Belonging often emerges from brief, purpose-driven interactions centred around shared learning goals. Teachers play a pivotal role in fostering belonging by offering cognitive, social, and emotional support, and by organising inclusive spaces that encourage meaningful interaction. The findings have important pedagogical implications. Educators are encouraged to adopt intentional strategies that promote collaboration, communication, and knowledge-sharing, particularly in hybrid and online settings. This study challenges the traditional view that belonging relies solely on deep emotional connections, emphasising that it can also arise from momentary interactions centred around shared purposes.

Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play?