Abstract
Belongingness is a fundamental human need (Maslow, 1943), yet it is often overlooked in educational settings, especially in hybrid graduate programs. This study first reveals the impact of the sense of belongingness on international students in graduate schools. Based on the research findings, the study reveals how international students from hybrid graduate programs identify and interpret the concept of belongingness. Furthermore, informed by Community of Practice (CoP), Culturally Responsive Teaching (CRT), and Social-Emotional Learning (SEL) theories, the authors discuss strategies and considerations to increase the sense of belongingness for international students in hybrid graduate education.
Presenters
Jiangfeng LiDoctoral Student, Graduate School of Education and Psychology, Pepperdine University, United States Xintian Ji
Student, Doctoral Student, Graduate School of Education and Psychology, Pepperdine University , United States Weina Li Chen
Clinical Assistant Professor, Graduate School of Education and Psychology, Pepperdine University, California, United States
Details
Presentation Type
Theme
KEYWORDS
BELONGING, HYBRID, GRADUATE EDUCATION, COMMUNITY OF PRACTICE, SOCIAL EMOTIONAL LEARNING
