Teaching reflection in higher education curriculum: evaluation of student learning through a pre- and post-intervention

Reflection is vital for learning, helping students connect content to their careers, education, and lives. Yet, engagement with reflection across curricula varies, and research on students’ confidence and experiences with formal and informal reflective activities – especially when explicitly taught – is limited. This study investigates undergraduate students’ perceptions, knowledge, and preparedness before and after a reflection intervention, where reflective skills were explicitly taught. Using established survey instruments, 411 students across 10 disciplines completed pre- and post-intervention surveys. Findings indicate that although students reported prior exposure to reflection within the curriculum, explicit instruction in reflective purpose and techniques significantly enhanced their confidence and experience (p < .001, α = 0.05) with reflective practice. The study concludes with recommendations for educators on the importance of explicitly integrating reflection into curriculum design to support deeper and more intentional learning.