<p>A growing body of research highlights the significant role of learning environments in shaping students’ educational experiences, engagement, and outcomes. Prior studies emphasize the psychological, social, and pedagogical dimensions of the classroom environment, linking students’ perceptions of classroom climate to academic achievement, motivation, and school satisfaction. However, relatively little attention has been given to the physical characteristics of learning spaces and their impact on students’ sense of belonging. This study explores the relationships between the perception of the physical learning environment, the availability of technological and other learning resources, and the sense of school belonging. Drawing on a sample of 155 school graduates, we employed a closed-ended questionnaire that measured demographic characteristics, classroom attributes, and school belonging. Results indicate that perceptions of classroom size and color play a crucial role in shaping a sense of belonging, with moderate positive correlations found among various physical conditions (e.g., lighting, acoustics, furniture, and windows). Moreover, technological resources emerged as a significant partial mediator in the relationship between classroom conditions and school belonging, underscoring the importance of resource availability in fostering student engagement and inclusion. This research contributes to the literature by expanding the discourse on the influence of physical learning spaces beyond their traditional focus on academic performance. By illuminating the interplay between spatial attributes, technological access, and students’ psychological experiences, the study provides valuable insights for educational policymakers and school designers aiming to enhance inclusivity and equitable learning opportunities in diverse educational settings.</p>