Designing reflection in university classroom contexts

The contribution illustrates the importance of placing the student at the cent er of instructional design, planning action and teaching-learning processes by employing reflective practice that can foster and facilitate the development of the learning process that consciously directs the student toward educational success. Reflective activity is able to proliferate favourably in educational contexts critical self-reflection and self-awareness, which offer the teacher and student the opportunity to research and express their learning in a personal way, to relate it to their own experiences, to apply and evaluate it in appropriate ways and forms and to advance it critically, from appropriate tools with which to conduct reflection and reflective learning.