Resumen de Reflective learning to learning competence in action: research and innovation in higher education
Oksana Polyakova Nesterenko, Ruzana Galstyan Sargsyan
In recent years, much research has been devoted to the development of competences in higher education. Nevertheless, few studies have tackled the progress of the acquisition of the Learning to Learn competence (LTL) in postgraduate academic degrees. In fact, implementing quality education as a vital asset of the Agenda 2030 in Master’s Degree in Education (Cardenal Herrera University, Spain) was the experimental scenario for building students` capacity during the Innovation and Research course. The research aimed at enhancing learners` academic expertise and understanding and verifying LTL advancement in a specific context. For these purposes, the case study employed quantitative data extracted from the focus group’s pre-/post-test questionnaires, electronic portfolios, voice-over videos and lecturers` notes. As a result, the investigation underscores the value of reflective learning techniques, such as creating portfolios and recording voice-over videos, to improve the academic and research achievements of Master’s degree students. The findings advocate for the incorporation of reflective and interactive components into higher education curricula to equip students with the necessary competences for future academic and research projects.
