**Preface to "Reflective Learning in Higher Education"**

Reflective learning in higher education explores tertiary education and its practices. It examines in-house and external individuals, as well as collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformative output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one's professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity, through theoretical definitions, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students' professional identity and ensure sustainable competences are effectively developed, (ii) transform students' preconceived perspectives and social preferences to foster new reasoned action plans for decision making, (iii) promote an understanding of one's personal and professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges, and (iv) modify students' beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.

> **Jordi Colomer Feliu** *Special Issue Editor*
