Rekindling the Sense of Place among University Students of Hybrid Learning

University campuses are not merely academic spaces; they are a second home for many students, where they engage in meaningful interactions in social areas, libraries, and classrooms. Sense of place denotes an individual’s psychological and emotional connection to a specific location, cultivating a feeling of belonging. The post-pandemic transition to hybrid and online learning has changed the way students interact with their university environment, prompting enquiries regarding the extent to which their physical absence affects their connection to the institution. This research investigates the sense of place among university students engaged in hybrid learning environments. The investigation was conducted with the participation of 260 students from a public university in Malaysia. A one-way ANOVA was conducted to evaluate whether the duration of hybrid learning (1–6 semesters) influenced students’ sense of place, measured through Place Identity, Place Attachment, and Place Dependence. The results suggest that students’ connection to the university was not significantly affected by their time spent in hybrid learning (p >.05 for all variables), as there were no significant differences between the groups. These results underscore the fact that a sense of place is not solely determined by physical presence; students establish profound emotional and psychological connections to their university, even when they are engaged remotely. It is important for future study to investigate the variations that exist across genders, academic fields, and institutional strategies to facilitate a sense of belonging among students.