Abstract

The paper considers loneliness in hybrid learning as a subjective deficit of meaningful connection rather than a simple lack of contacts. The distinction between social isolation, loneliness, and belonging is used to explain why a student may communicate frequently online and still experience disconnection. The analysis combines psychological theories of belonging with recent international evidence on social connection. Attention is paid to weak ties, informal interaction, group identity, and the institutional design of hybrid education. The paper concludes that strengthening belonging requires not only more communication, but predictable opportunities for reciprocal, repeated, and meaningful interaction.