Beyond Access: Rethinking Spatial Belonging through University Campus Typologies in a Post-Expansion Higher Education System in Türkiye

In the wake of Türkiye’s rapid higher education expansion, particularly under the “One University per Province” policy, questions of access have often overshadowed the spatial, social, and institutional quality of student experience. This study repositions university campuses as active agents in the production of student belonging, drawing on Wong’s (2024) spatial model of belonging and Den Heijer’s (2011) campus typology. Through a qualitative multi-case study involving 73 undergraduate students across three distinct campus types—Greenfield, Integrated, and Gated—the research analyzes how spatial configurations, social dynamics, and institutional structures intersect to shape students’ sense of belonging. Findings reveal that physical design, relational networks, and the presence (or absence) of structural support mechanisms critically influence inclusion and exclusion dynamics on campus. While Greenfield campuses offer natural but isolated environments, Integrated campuses face challenges of fragmentation, and Gated campuses, though relationally supportive, remain spatially enclosed. Across all cases, weak institutional support systems and low student representation further limit the development of deep-rooted belonging. This study calls for a rethinking of campus design not merely as a logistical or aesthetic concern but as a form of spatial justice that affects student equity and inclusion. It offers new insights for education policymakers, campus designers, and scholars interested in the sociomaterial dimensions of belonging in higher education.