Team-based learning and inclusion in higher education: A study on students’ sense of belonging

Inclusive education can be defined as an educational approach where all students are actively involved and can feel part of the learning community. This research analyses the impact of introducing elements of Team-Based learning (TBL) on students’ sense of belonging. In our study, the sense of belonging is broadly defined, encompassing both affiliation with macroeconomics as a discipline and connection to the classroom macroeconomic learning community. The study compares two macroeconomics classes in a medium-large university located in Northern Italy. Both classes have the same syllabus and teaching hours; however, one integrates lessons with six TBL sessions covering all topics of the course, while the other follows a traditional lecture-based format. Group comparisons are conducted, controlling for students’ socio-demographic characteristics and academic background. A positive effect of TBL on students’ sense of belonging, with stronger effects for groups typically identified in the literature as being at greater risk of lower belonging in macroeconomics and in the classroom context, including females, low performers, off-site and repeat students. These findings contribute to understanding the benefits of active learning approaches in terms of individual student success and promoting inclusivity for underrepresented groups in higher education.