Keywords
belonging
engineering education
first-year students
educación on-line
pertenencia
educación en ingeniería
estudiantes de primer año
How to Cite
Abstract
This study investigates the experiences of belonging of 112 newly admitted engineering students during the period of emergency virtual education in 2021. A qualitative approach was used that collected students' written reflections on the reasons for their sense of belonging or lack thereof during the online educational period. In addition, their level of belonging experienced during this period was assessed. The data were analyzed using thematic content analysis. The results revealed six main categories that address the importance of activities linked to the discipline and profession, face-to-face contact, physical spaces, emotionality experienced, and specific negative events with teachers. It is concluded that there are several aspects that characterize the experience of belonging or lack thereof in newly admitted students during emergency virtual education, highlighting the importance of the link with the disciplinary activity and the university experience.
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