Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

This edited volume explores reflective practice in higher education from multiple perspectives in a common context: Oman's national higher education system. The authors of the chapters address how higher education institutions can create opportunities for academic staff to engage in reflective practice, leading to gradual shifts in their pedagogical awareness and behavior in class; how reflective practice supports professional development; how teaching observation practices can create a culture of improvement and excellence in teaching and learning; how reflective practitioners can effect institutional change; promotion of reflective practice among students and the resulting benefits; enhancement of student academic support; and the promising intersection between reflective practice and AI tools for professional development. The case studies detailed by the authors show how reflective practice can be successfully implemented for the benefit of diverse stakeholders across higher education. "Reflective Practice for Elevating Higher Education: Voices from Oman offers a rare and deeply insightful exploration of reflective practice grounded in the unique context of Oman's higher education system. What makes this volume especially valuable is its rich combination of personal narratives, empirical studies, and practical frameworks that address not only teacher education but also professional development, quality assurance, and the emerging challenges of AI in higher education. The inclusion of the voices of administrators, policymakers, and educators creates a multifaceted perspective that will resonate well beyond Oman's borders." Hayo Reinders, Senior Professor of TESOL and Director of Research, Anaheim University

Purpose: Within the profession of speech-language pathology, there is limited information related to both conceptual and empirical perspectives of reflective practice. This review considers the key concepts and approaches to reflection and reflective practice that have been published in the speech-language pathology literature in order to identify potential research gaps.Method: A scoping review was conducted using Arksey and O’Malley's (2005) framework.Result: A total of 42 relevant publications were selected for review. The resulting literature mapping revealed that scholarship on reflection and reflective practice in speech-language pathology is limited. Our conceptual mapping pointed to the use of both multiple and generic terms and a lack of conceptual clarity about reflection and reflective practice in speech-language pathology. Two predominant approaches to reflection and reflective practice were identified: written reflection and reflective discussion. Both educational and clinical practice contexts were associated with reflection and reflective practice. Publications reviewed were primarily concerned with reflection and reflective practice by novices and expert practitioners.Conclusion: Based on this review, we posit that there is considerable need for conceptual and empirical work with a goal to support university- and work-based educational initiatives involving reflection and reflective practice in speech-language pathology.

Reflective teaching, which has gained popularity and reattracted scholarly interest recently, can help practitioners of education gain new insights into their own practices by questioning their underlying assumptions, habits and perspectives and taking broader societal and political implications of their teaching. In a world where change has become an undeniable aspect of daily life, reflective teaching is particularly important considering its possible far-reaching contributions to the overall quality of teaching. Grounded in a mixed method embedded design, the current study was carried out to explore (1) overall levels of reflection of the participants, (2) whether certain variables (gender, degree, experience, certification and department) have an influence on the participants’ levels of reflection, (3) how reflection takes place, (4) what tools of reflection are employed by the participant. For the current study, the quantitative data was collected through the Reflective Teaching Questionnaire developed by Larrivee (2008). The questionnaire was administered to 100 instructors employed in the foreign languages departments of eight foundation universities in Turkey. The data obtained were analyzed using SPSS (26) for Windows. The qualitative study followed the quantitative phase and was carried out with the participation of 10 instructors in one of the foundation universities. The qualitative data was collected through the semi-structured individual interviews and content-analyzed by the researcher manually. The findings revealed that the participants’ perception of their reflection levels were positive. The results indicated that the majority of the participants reflected on their teaching pedagogically or critically, though in many cases the variables of the study did not seem to significantly affect their levels of reflection. The qualitative findings also indicate that reflection takes place before, during or after teaching, and diverse reflection tools are used by the participants. The qualitative findings also indicate that there are some contextual factors inhibiting or enabling reflection such as strict curriculum, workload, work environment and flexibility. When both the qualitative and quantitative data are considered together, it seems that the participants’ perception of their reflective practices are positive, but it is also clear from the results that reflection does not happen in a systematic and organized way. Finally, it is noteworthy to state that reflection levels seem to be dependent most on individual factors and choices, regarding that such variables as degree, experience, certification and experience often did not significantly impact reflection levels. To conclude, the present study contributes modest insights into reflective teaching practices in higher education ELT/EFL settings. Acknowledging the positive implications of reflection, the findings of the study related to how reflection takes place and what tools are used can help both researchers and practitioners in the field understand reflective teaching better.

Part 1: Introduction 1. Reflecting on reflection and journeys Part 2: Critical perspectives within reflective practice 2. Using reflective practice in the development of exercise-related interventions 3. Where's the evidence? A review of empirical reflective practice research within sport 4. Reflecting forward: Exploring reflective methodologies with/for children 5. Keeping the cat alive: 'getting' reflection as part of professional practice Part 3: Pedagogical approaches to reflective practice 6. Sink or Swim: Case Study Reflections from an undergraduate Football Scientist 7. Enhancing the skills of students through the use of reflective practice in a physical activity and health curriculum 8. Reflections on Reflection: Some Personal Experiences of Delivering Higher Education Coach Education 9. Facilitating reflective practice in graduate trainees and early career practitioners 10. Reflective Practice and the realms of Physiotherapy Part 4: Applied practice: Reflective practice in action 11. They never bought me flowers: Storytelling as a means of critical reflection on applied sport psychology practice 12. Critical reflections from sports physiology and nutrition: Tales from pitch side to ringside 13. Using critical incident reflection in qualitative research: Transferable skills for sport psychologists 14. Mindful Supervision in Sport and Performance Psychology: Building the Quality of the Supervisor-Supervisee Relationship 15. The utility of reflective practice during the provision of sport psychology support 16. Reflective practice in talent development: A narrative inquiry of a coaching psychology intervention Part 5: Reflecting forwards 17. Reflecting back and forwards 18. References

Purpose This research aims to examine the influence of green human resources (green recruitment and selection [Green R&S] and green training and development [Green T&D]) and transformational leadership (TL) on sustainable practices in higher education. Additionally, this study also aims to investigate the role of top management commitment (TMC) in strengthening the relationship between Green HRM and sustainability in the higher education ecosystem. Design/methodology/approach This study adopted three relevant theoretical frameworks namely, resource-based view (RBV) theory, TL theory and sustainable leadership theory. The primary data were collected from the academicians working in Malaysian higher education through survey-based instruments. This study employed a partial least squares structural equation model (PLS-SEM) approach using SmartPLS software. A total of 251 valid responses were used to perform hypothesis testing. Findings The results of this study revealed that Green T&D and TL show a positive significant impact on sustainable practices and TMC in the higher education system. Similarly, Green R&S also have a positive impact on TMC, while having a negative but insignificant influence on sustainable practices in higher education. Additionally, this study also found a positive relationship between TMC and sustainable practices in higher education. Originality/value This study shed light on the importance of Green HRM, TL and TMC in fostering sustainable practices in higher education. We are certain that our findings provide useful and strategic policy implications for managers in higher education ecosystems.

In health professional education, reflective practice is seen as a potential means for self-improvement from everyday clinical encounters. This study aims to examine the level of student honesty in critical reflection, and barriers and facilitators for students engaging in honest reflection. Third year physiotherapy students, completing summative reflective essays on clinical encounters using the modified Gibbs cycle, were invited to participate in an anonymous online survey. Student knowledge and beliefs about reflective practice, and disclosure of the truthfulness of their reflections, were assessed using a mixed method approach. A total of 34 students, from a maximum possible of 48 (71 %), participated in the study activities. A total of 68 % stated that they were at least 80 % truthful about their experiences. There was general student consensus that reflective practice was important for their growth as a clinician. Students questioned the belief that the reflection needed to be based on a factual experience. Reflective practice can be a valuable addition to the clinical education of health care professionals, although this value can be diminished through dishonest reflections if it is not carefully implemented. Student influences on honest reflection include; (1) the design of any assessment criteria, and (2) student knowledge and competency in applying critical reflection.

PurposeThis paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.Design/methodology/approachAn interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.FindingsStudents identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.Originality/valueIn contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.

While critical thinking is one of the ultimate requirements for students and is integrated into assessment practices in higher education, there has not been a definitive view of what it means and how it can be achieved. This limitation challenges students when they neither recognize the need to demonstrate critical thinking nor successfully perform it. To reconceptualize critical thinking in higher education, this study emphasizes how critical thinking is defined, performed, and evaluated in an English Literature course in Vietnamese higher education. Following the analyses of the course documents, the students’ writing with the lecturer’s comments, and the interview with the lecturer, the study revealed the distinctive view of critical thinking in relation to the characteristics of the writing genre and the Literature discipline. For critical thinking being discipline-oriented and genre-based, successfully performing critical thinking was also found challenging to the students given their limited understanding of the lecturer’s conceptualization of critical thinking in this particular course. This study therefore suggests pedagogical implications to support the explication of this concept to students to improve their academic performances.

The world of management and education practice is awash with debates on the importance of reflection, reflecting, and reflective practice. A common theme in such debates is the need for approaches ...

Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and reflection. This paper explores the effects of the use of journal writing and formative feedback on the quality of reflective practice, by presenting a case study of reflective learning in a master’s degree program in the North of Italy, in 2014/2015. The article contributes to the current debate about the effectiveness of one-to-one writing tuition by analyzing student writing through qualitative analysis and quantitative trend assessment. In particular, it provides evidence on formative feedback efficacy in developing the quality of reflective practice. Unlike much of the research into writing support, this study seeks to evaluate the impact of feedback use not only by measuring student perceptions of effectiveness or level of satisfaction, but also by assessing the development of reflective practices.

This chapter begins with a discussion of globalisation and internationalisation within the higher education (HE) context. It examines current English language policies and practices in international HE in the context of mobility. The chapter explores international students' experiences and needs in the context of intercultural communication along with responses to the internationalisation of HE by university management, staff, and non-mobile home students. It also explores language policy issues on the one hand in university settings where English is the dominant language, and on the other hand in non-Anglophone settings where English is the medium of instruction but not the dominant/local language. The chapter focuses on face-to-face rather than virtual HE. It examines the kinds of language policies employed both overtly and covertly by universities that present themselves as 'international' or 'global'. The chapter looks ahead to how the tensions, difficulties, and contradictions that have been identified in research into the globalisation of higher education might be resolved.

The multiple crises of unsustainability are provoking increasing stress and unpleasant emotions among students. If higher education is to fulfill its mission to support transformation processes toward sustainable development, it must adapt its pedagogical approaches to help students deepen their critical thinking and empower them to engage in these transformation processes. For this reason, emotions – which can also prevent critical thinking – should be carefully addressed within transformative learning journeys. However, these journeys are themselves challenging for learners and educators. They push them to abandon stable meaning perspectives, causing feelings of incoherence and tension. Learners need safe enough spaces to navigate these situations of uncertainty. The central questions of this manuscript are: What is meant by safe enough spaces? How can learners, educators, and higher education institutions create and hold such spaces? These questions are explored on three different levels: (1) the intrapersonal level, (2) the interpersonal level, and (3) the organizational and systemic level of discourses in higher education. For the intrapersonal level, perspectives inspired by neurobiology are used to discuss reaction patterns of our autonomous nervous system and present insights into stress development. Learners should feel bodily safe when engaging in transformative learning processes. This is supported by balancing the challenges learners face with the resources they have. For the interpersonal level, the manuscript argues that focusing solely on rational discourse is insufficient to support safe enough spaces for transformative learning. We call for a culture of edifying conversations supported by respectful relationships among learners, as they are more adequate for regaining self-direction. For the organizational and intertwined systemic level, the ambition is followed to make higher education institutions offer learning environments that feel safe enough for all involved. However, as these institutions are strongly influenced by dynamics of economization and competition, they do not necessarily empower learners to challenge and disrupt unsustainable and neoliberal discourses. The manuscript explores how learners and educators can cultivate engaged critique by acknowledging their own embeddedness in neoliberal dynamics and opening up so-called transformative spaces for institutional change. Finally, recommendations for educational practices in higher education for sustainable development are offered.

Engaging in reflective practice not only nurtures pre-service teachers’ critical thinking and propels professional growth but also instils an enduring drive for self-directed professional enhancement and development. This study aimed to investigate how teaching reflection can help pre-service teachers become novice in-service teachers and examine the effectiveness of reflective practice in enhancing pedagogical skills and fostering professional growth. The study was conducted at a prominent university in the UK, and data were collected through multiple sources such as students’ feedback, peer observation, and reflective journals, which provided a rich dataset for this self-narrative research. The findings reveal that reflective practice contributes significantly to the development of critical pedagogical skills. It fosters a deeper understanding of teaching methodologies and enhances pre-service teachers’ abilities to apply these strategies to diverse educational contexts. Notably, it also shows a more proactive approach to professional growth, underscoring reflective practices as catalysts for ongoing personal and professional development. This study suggests that the effective implementation of reflective practices needs to be aligned with broader trends in higher education, such as the integration of educational technology into teaching practice.

There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.

随着人工智能技术的不断发展，AI学习工具在高等教育领域的应用日趋广泛。高等数学作为大学理工科学生的核心基础课程，其学习成效和解题效率直接影响学生的逻辑思维与专业素养。本文以大学生高等数学学习为研究对象，基于人工智能赋能的教育技术视角，分析了传统教学中学生解题效率低下的主要成因，包括学习动机不足、教师反馈滞后及教学资源碎片化等问题。在文献综述与案例分析的基础上，探讨了AI学习工具通过知识图谱构建、实时智能诊断与个性化练习推送等机制实现效率提升的内在逻辑。研究结果表明，AI学习工具能有效促进学生从“机械套用公式”向“逻辑化与系统化思维”转变，显著改善问题解决效率与思维质量。同时，文章指出了AI应用中存在的技术可靠性、学生依赖性及教学设计精准度不足等挑战，并提出了以“AI赋能—教师引导—学生反思”为核心的协同改进路径。研究旨在为高等数学课程的智能化教学提供理论参考与实践启示。With the continuous development of artificial intelligence technology, AI learning tools have been increasingly widely applied in the field of higher education. As a core foundational course for university students majoring in science and engineering, higher mathematics exerts a direct impact on students' logical thinking and professional literacy through its learning effectiveness and problem-solving efficiency. Focusing on college students' higher mathematics learning, this paper, from the perspective of educational technology empowered by artificial intelligence, analyzes the main causes of students' low problem-solving efficiency in traditional teaching, including insufficient learning motivation, delayed teacher feedback, and fragmented teaching resources. Based on a literature review and case analysis, the paper explores the internal logic through which AI learning tools enhance efficiency via mechanisms such as knowledge graph construction, real-time intelligent diagnosis, and personalized exercise recommendation. The research results show that AI learning tools can effectively promote the transformation of students' thinking from "mechanical application of formulas" to "logical and systematic thinking," significantly improving problem-solving efficiency and the quality of thinking. Meanwhile, the paper points out challenges existing in the application of AI, such as insufficient technical reliability, excessive student dependence, and inadequate accuracy in instructional design. It further proposes a collaborative improvement path centered on the "AI empowerment - teacher guidance - student reflection" model. The study aims to provide theoretical references and practical insights for the intelligent teaching of higher mathematics courses.