(Dis) entangling Spatial Belonging: How Educational spaces shape the connection between architecture students and their campus

The thesis examines the role of space in shaping a sense of belonging among undergraduate students. Specifically, it explores how the physicality of these spaces, in conjunction with human perception, contributes to this process highlighting the critical role of architectural materiality in Higher Education Institutions (HEIs). In the wake of the COVID-19 pandemic, which imposed restrictions such as social distancing, limited access to educational spaces, and a shift to online learning, it has become essential to revisit the meaning, significance , and material expression of key concepts like space and belonging in Higher Education Institutions (HEIs). . To further unpack the complex relationships between humans and non-humans, the study adopts the Psychological Theory of Affordances. This theory helps to examine the associations between spaces and the opportunities they provide to individuals. Additionally, it employs Barad's concept of intra-action, which posits that all elements of architecture (human, non-human, and more-than-human) are interconnected, existing in a constant state of becoming where relationships are horizontal rather than hierarchical.
The research hypothesises that physical spaces, including indoor and outdoor environments (such as green spaces), influence behaviour by supporting everyday pedagogical, social, and psychological activities. Educational spaces should not be seen merely as passive containers but as active participants in the educational process to enable students to develop the skills necessary to integrate into society. The study employs a case study approach focusing on the National Autonomous University of Mexico (UNAM), specifically its School of Architecture, located in the southern part of Mexico City. The
research engages undergraduate students from various design studios, which are spatially,politically, and socially distinct. Data collection methods included surveys, participant observation, semi-structured interviews, and cartographic analysis with students across all years of study. These methods explored how architectural space affects students and their process of developing a sense of belonging, particularly in the context of the security challenges within University City and the country. The outcomes highlight the significant role of architectural materiality in shaping a sense of belonging and emphasise its importance in supporting students' academic and personal development.