Alternative Teaching Delivery Models: A Case of Student Belonging in ‘Block’

Abstract This chapter explores the intersection of innovative pedagogical practices and student belonging, focusing on the block teaching model implemented at a mid-sized UK university in 2020. Block teaching, an immersive delivery method where students study one module at a time, aims to enhance student engagement, manageability, and success, particularly for non-traditional learners balancing complex life commitments. By drawing on case studies and mixed-methods research, this chapter examines how the block model fosters student belonging – a critical factor in academic persistence and achievement. Findings indicate that block delivery supports rapid relationship-building among students and faculty, promoting a sense of community, especially during the first year of study. However, belonging tends to diminish in later years, signalling a need for ongoing interventions. The research further highlights unique benefits for traditionally underrepresented groups, including first-generation students, suggesting that the model’s structure mitigates some barriers to inclusion. Practical insights from this empirically focused chapter reflect on the value of active learning, induction reinforcement, and course-embedded socialisation activities to sustain belonging. The chapter synthesises such findings providing a roadmap for designing block curricula that prioritises belonging, well-being, and sustainable student relationships. Amid a shifting higher education landscape, this empirical research underscores block learning’s potential as a transformative approach to pedagogy, addressing evolving student needs for inclusive, community-driven education. The chapter contributes to the growing discourse on student belonging and pedagogical innovation, advocating for intentional design strategies to maximise the benefits of block teaching.