Reflective practice is a vital lifelong learning skill, highly regarded in educational pedagogy for its powerful role in shaping students' sense of identity, enhancing knowledge transfer, and deepening their ability to articulate learning. Though the benefits of reflection are well known, its application and value vary, with students' views on its learning impact often overlooked. This paper reports on an empirical, cross-disciplinary study examining students' perceptions of the value of reflective tasks within the curriculum, alongside their insights on enhancing the learning of reflective practice. With the implementation of a reflection intervention across fourteen subjects, over 495 undergraduate students responded to pre- and post-survey open questions. Findings show that while students value scaffolded reflection, they seek more inclusive approaches, diverse formats, and clearer guidance on its purpose and relevance to future practice. The paper offers recommendations for educators on effectively embedding reflection into the curriculum.
Rook et al. (Tue,) studied this question.