Beyond the screen: an integrative review of belonging antecedents in online courses

Purpose Research shows that students who feel they belong in their courses have higher motivation, engagement and achievement. However, studies on sense of belonging (SB) in online education, particularly in leadership courses, remain limited. Additionally, relevant research is scattered across disciplines, making it challenging for readers to identify the related literature. This review synthesizes existing research on factors that foster SB in online courses and explores implications for leadership education. Design/methodology/approach This study employs an integrative literature review method, systematically searching databases for journal articles published in English. Findings The review includes 12 journal articles, revealing three primary levels of antecedents influencing SB in higher education online courses: individual, course and environmental levels. Key strategies for fostering SB include intentional course design, interactive learning, caring pedagogy and inclusive practices. Originality/value To the best of my knowledge, this review presents the first comprehensive analysis focusing solely on the antecedents of SB in online courses, offering recommendations for future research and teaching strategies.