Abstract
Interest in the concept of belonging is gaining momentum across the social sciences, as scholars increasingly grapple with questions of how to move towards a more inclusive world, and how to shift beyond notions of individualism to live in more connected and meaningful ways. Specifically, this has led to a flourishing area of research and practice within the field of higher education studies. Recent scholarship has emphasised the need to understand both belonging and non-belonging in nuanced ways, particularly if we are to understand the diverse ways in which contemporary students engage with higher education. This entry interweaves this focus upon belonging as a concept together with postdigital scholarship. Thinking about postdigital belonging in higher education enables educators to attune more closely to the complexity of belonging: examining the role of materiality, of space, and of how evolving digital technologies contribute to students’ and staff’ sense of belonging and connection.