Reflective Learning in Higher Education: Active Methodologies for Transformative Practices
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In this Special Issue, Reflective Learning in Higher Education explores on tertiary
education and its practices. It looks at in-house and external individuals, and collective initiatives
and activities that centre on generating and reflecting on knowledge. It also explores the
transformation output of learning communities, the communities themselves and their reflective
practices, and discusses how reflective learning and developing one’s professional identity through
reflection are linked. The connections between the theoretical and applied research on reflective
practices, knowledge generation in all areas, professional practice and identity through theoretical
definition, situated and grounded practice and transformative knowledge are also considered. The
nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge
students’ professional identity and ensure sustainable competences are effectively developed, (ii)
transform students’ preconceived perspectives and social preferences to foster new reasoned action
plans for decision-making, (iii) promote understanding one’s personal professional strengths and
limitations and develop the ability to identify resources and ways to solve existing and/or future
professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to
develop competences that will ultimately result in promoting sustainability