Reflecting Learning and Teaching through a Systemic Perspective: A Qualitative Study on ReflAct’s Systemic and Constructivist Didactics in Higher Education
This paper explores how systemic stance and systemic methods shape learning and teaching processes in higher education. Grounded in constructivist epistemology and systemic theory, the study examines students’ perceptions of learning experiences within a university course designed according to the concept of ReflAct (i...