**5. Discussion and Conclusions**

Reflection is recognised as one of the most important transferable competences in lifelong learning and affects continuous personal and professional development. Reflective learning is becoming increasingly relevant to meet the challenges of a technologically advanced world and to develop the ability to adjust to ever-changing environments. As reflection allows for contemplation about new experiences and their association with past experiences in different contexts and focuses on future transformations, it offers ways in which, through active methodologies, reflective learning can change a persons awareness and ability to act in different contexts. As pointed out by Greig and Priddle [25], the Sustainable Development Goals require that, in the coming years, all learners should acquire the appropriate knowledge and skills to promote sustainable development. This objective demands the applicability of transformative interdisciplinary approaches, oriented to promoting (in addition to subject knowledge) sustainability as an explicit outcome. According to these authors, the complex nature of sustainability challenges indicates the need for learning experiences that emphasise active, reflective learning across and between discipline areas [25]. Reflective learning enables learners to improve their thinking, which leads to better actions towards well-being over time. Through reflection, learners gain a sense of power over their future actions—and a sense of direction—leading to the development of agency. Reflective learning results in a growing awareness of one's self, others and society at large. Developing reflective and critical competences are key objectives for tertiary educators, who need to adapt to an ever-evolving curriculum and to changing techniques and social environments.

For educators: Educators- tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be taught (rather than who is to learn), considering the learning needs of all children and young people (not just those with additional needs), questioning beliefs and rejecting deterministic and associated ideas, reflecting on daily life situations, constantly seeking out and trying new things to support all learners, discussing new initiatives with colleagues in order to receive feedback, examining, framing and attempting to solve dilemmas during activities, using journals to track individuals' learning, and taking responsibility for their own professional growth and understanding [26]. Reflective practices focus on students who may have behavioural, emotional and/or social di fficulties which hamper their engagemen<sup>t</sup> as a learner and create personalised learning pathways. It prompts individual-centred reflection on how to increase the learner's engagemen<sup>t</sup> and thus leads to deep learning outcomes.

For students: The practice of reflective experiences acquired through active reflective methodologies can help to change formal learning habits and improve students- learning outcomes, as metacognitive skills developed through reflection are identified as one of the most important factors influencing learning [9,27]. The process of reflective learning is directed towards analysing and thinking over one's activity, inner self-feeling, attitudes, feelings, and empathies. This is not just knowledge and self-perception but also finding out how others see you. Inner reflection is directed to personal activity, ideas and feelings. Outer reflection is directed towards processes, and events related to the external world. Students, when placed in active reflective practices, develop higher cognitive processes and trigger individual activities with a focus on finding problems and solutions, comparison and contrapositions, statement and confirmations, aim, action and result [28].
