Exploring belonging and inclusivity in higher education through intentional grouping practices

• Inclusive learning environments are important in higher education. • A sense of belonging increases student success. • Collaborative learning is an important aspect of nursing education. A sense of belonging promotes well-being, motivation, and academic success. In nursing education, fostering inclusivity may enhance retention. Collaborative learning supports comprehension and teamwork, yet grouping strategies vary, influencing student experiences. This study explores whether intentional grouping practices influence belonging and inclusivity in nursing education. A cohort quasi-experimental design study used a convenience sample of first- and second-year nursing students at a large Midwestern university. Participants completed a modified "Belongingness and Student Engagement" survey at the beginning and midterm of the semester. Grouping methods included self-selection, random assignment, and VARK learning inventory-based grouping. Data were analyzed using ANOVA. Of 198 students completing the presurvey, 183 completed the postsurvey. No significant relationship emerged between grouping strategies and perceived belongingness. However, race/ethnicity had a statistically significant effect, suggesting demographic factors may exert greater influence than grouping methods. Grouping strategies alone do not significantly impact belonging. Broader program efforts may better support student engagement. Future research should examine additional factors to strengthen belongingness, student success, and retention.