Vol. 7, Issue 2, Part D (2025)

Belonging is a critical condition for learning, yet it is often undermined by inequities in access, rigid pedagogy, and exclusionary practices. This paper advances the idea of students and teachers as architects of belonging in learning-centered classrooms. Drawing from theories of inclusive pedagogy, student engagement, and outcomes-based education, it argues that belonging is not incidental but must be intentionally designed through structures, practices, and relationships. The discussion highlights strategies such as co-created learning goals, dialogic feedback, flexible assessment, and peer support systems, demonstrating how they foster a sense of membership, agency, and trust. Ultimately, the paper proposes belonging as both an outcome and a process that sustains equitable and meaningful learning.