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Journals
Social Sciences
Special Issues
Belonging and Engagement of Students in Higher Education
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Belonging and Engagement of Students in Higher Education

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: 1 May 2026 | Viewed by 5894

Special Issue Editor

Dr. Mi-Young An

E-Mail Website
Guest Editor
Department of Earlychildhood Education, Cheju Halla University, Jeju 63092, Republic of Korea
Interests: intersectional inequalities, disadvantage, and diversity; students’ sense of belonging, engagement, success and retention in higher education; educational inequalities, social mobility, and social class; cultural and social capital; social network analysis, administrative data, and data linkage methods

Special Issue Information

Dear Colleagues,

Recent studies have highlighted the pivotal role of belonging and engagement in higher education, emphasizing their impact on academic success, well-being, and retention. A strong sense of belonging and meaningful engagement enables students to immerse themselves in academic and extracurricular activities, fostering a sense of connection with their academic community and enhancing their overall educational experience. In inclusive and supportive environments, belonging empowers students from diverse backgrounds to confidently pursue their academic and social goals.

To promote belonging and engagement in higher education, institutions must create comprehensive learning environments that address the needs and expectations of their students. This includes active support from faculty, fostering peer relationships, implementing inclusive practices, and designing learning and extracurricular activities that encourage participation. Simultaneously, it is crucial to identify and mitigate barriers to belonging, such as discrimination, lack of representation, and socio-economic challenges.

This Special Issue will address the following key research questions through theoretical and empirical studies:

What are the purposes of fostering belonging and engagement among students in today’s higher education institutions?

What teaching and learning strategies are effective in promoting belonging and maximizing student engagement in higher education?

We invite contributions that explore innovative pedagogical practices, the creation of inclusive environments, and theoretical insights into enhancing student belonging and engagement in higher education.

Dr. Mi-Young An
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • student belonging
  • student engagement
  • academic success
  • retention rates institutional culture
  • peer relationships
  • faculty support

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

16 pages, 279 KB  
Article
Pre-Arrival Confidence and Perceived Importance in First-Year UK Sport Students: A Multi-Institutional Examination of Gender, Institution and Programme Differences
by Angela Hibbs, Rick Hayman, Amy Tomlinson, Stephanie King, Mariana Kaiseler, David Stephens, Matthew Timmis and Remco Polman
Soc. Sci. 2026, 15(2), 70; https://doi.org/10.3390/socsci15020070 - 28 Jan 2026
Cited by 1 | Viewed by 368
Abstract
This multi-institutional study examined pre-arrival confidence and perceived importance among first-year sport students across three post-92 universities and one public research university exploring programme of study, gender, and institutional differences, while also evaluating the psychometric properties of the pre-arrival survey. Of 1033 eligible [...] Read more.
This multi-institutional study examined pre-arrival confidence and perceived importance among first-year sport students across three post-92 universities and one public research university exploring programme of study, gender, and institutional differences, while also evaluating the psychometric properties of the pre-arrival survey. Of 1033 eligible students, 604 (58%) completed the survey across 25 sport-related programmes grouped into six categories: physiotherapy and rehabilitation, sport and exercise science, sports exercise and nutrition, sports coaching, sports management, and sport foundation year. Psychometric validation of the pre-arrival survey demonstrates its reliability and validity, providing the sector with a robust, standardised tool for assessing incoming students’ preparedness. Significant programme differences include physiotherapy and rehabilitation students reporting higher learning confidence, learning importance, and community confidence compared to other programmes. Female students demonstrated significantly higher learning importance and health and well-being importance than male students, though no gender differences in confidence were observed. Institutional variation was minimal, with one institution showing higher learning importance. Socioeconomic indicators did not significantly influence pre-arrival responses. The findings highlight the need for differentiated pre-arrival support targeting programme-specific confidence gaps and gender-related differences in perceived importance. The validated PAS provides a reliable tool for early identification of students requiring enhanced transitional support, potentially addressing persistent retention and progression challenges in UK sport programmes. Full article
(This article belongs to the Special Issue Belonging and Engagement of Students in Higher Education)
15 pages, 238 KB  
Article
Accessible Educational Material for Higher Education Students with Disabilities: Knowledge and Skills of Teaching Staff
by Konstantinos Papadopoulos, Eleni Koustriava, Elena Chronopoulou, Rafael Molina-Carmona, Flavio Manganello, Lisander Isaraj, Christina Fountouki and José María Fernández Gil
Soc. Sci. 2025, 14(8), 489; https://doi.org/10.3390/socsci14080489 - 11 Aug 2025
Cited by 1 | Viewed by 2479
Abstract
Students with disabilities in higher education often encounter challenges that hinder their graduation rates and impede their fundamental right to quality education. One significant barrier is the lack of accessible educational materials, which restricts their ability to acquire knowledge. University faculty respond positively [...] Read more.
Students with disabilities in higher education often encounter challenges that hinder their graduation rates and impede their fundamental right to quality education. One significant barrier is the lack of accessible educational materials, which restricts their ability to acquire knowledge. University faculty respond positively to inclusive teaching practices, but they lack the relevant knowledge, skills, and experience. The study aimed to examine the knowledge of the higher education teaching staff regarding the types and forms of accessible educational materials, as well as their experience in using and developing such materials. Additionally, it explored their involvement in distance education programs and courses for students with disabilities and their related needs. Thirty-six members of the teaching staff, from Italy, Germany, Greece, and Spain, participated in interviews, and 131 members of the teaching staff in questionnaire-based research. The results showed that participants may present limited knowledge of accessible materials used by students with disabilities and appear to be even less experienced in developing and utilizing such materials. Teaching staff tend to be familiar only with the types of educational materials they regularly use in their teaching practice. Overall, the findings suggest that teacher training and upskilling initiatives remain the foundation of progress, but more massive approaches should be implemented. Full article
(This article belongs to the Special Issue Belonging and Engagement of Students in Higher Education)
24 pages, 1762 KB  
Article
ELEVATE-US-UP: Designing and Implementing a Transformative Teaching Model for Underrepresented and Underserved Communities in New Mexico and Beyond
by Reynold E. Silber, Richard A. Secco and Elizabeth A. Silber
Soc. Sci. 2025, 14(8), 456; https://doi.org/10.3390/socsci14080456 - 24 Jul 2025
Viewed by 1201
Abstract
This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science [...] Read more.
This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article
(This article belongs to the Special Issue Belonging and Engagement of Students in Higher Education)
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