Development of Reflection Ability Required as a Lifelong Learner

Abstract

The Grand Design of Higher Education toward 2040 report proposes a “shift to learner-centered education.” The Organization for Economic Cooperation and Development has also presented the “Learning Compass 2030” concept of well-being in 2030. Students are expected to become autonomous learners who are aware of their own goals, engage in independent learning, evaluate their results appropriately on their own, and take steps toward securing necessary learning. How, then, can students become autonomous learners? This paper reviews reflection theory in higher education to explore reflection strategies for fostering autonomous learners. Furthermore, as a case study, a leadership program incorporating reflective activities into project-based learning was designed and implemented. This study aimed to examine the abilities that students are expected to acquire through reflective activities and the conditions necessary for their development. The results highlighted the importance of students learning about their own learning, developing a growth orientation that encourages effort, and learning how to adapt their learning and behavior. Additionally, opportunities for students to improve their behavior need to be built into their education intentionally and then supported by faculty timeously.