Purpose: The purpose of this paper is to examine how community education outreach and campus-based programmes can promote engagement and belonging in higher education for marginalised communities, in this instance, the Irish Traveller community, who are traditionally under-represented in higher education. This paper is informed by both research and practice with collaborative community partners to provide a critical examination of learner experiences of higher education embedded in community and cultural contexts.

Design/methodology/approach: Drawing on situated learning theoretical perspectives, this  paper adopts an evaluative case study methodology. Data from an open-ended survey and graduate statements are presented to reflect learner perspectives and wider programme co-design and implementation considerations, with a focus on practical implications and actionable insights.

Findings: Community education approaches are essential in promoting genuine belonging and engagement in higher education, particularly for learners from marginalised communities. The provision of learning opportunities both within the campus and on an outreach basis with collaborative partners significantly impacted learners’ sense of identity and “belonging” in higher education, challenging previous perceptions of “not being good enough” and “imposters” in the “foreign land” of higher education.