Reflecting Learning and Teaching through a Systemic Perspective: A Qualitative Study on ReflAct’s Systemic and Constructivist Didactics in Higher Education

Abstract

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 (in german contexts: LeHrnen), a framework that integrates learning and teaching as a reciprocal process. Using a qualitative research design, data were generated through a focus group with students and a reflective learning diary maintained over an entire semester. Findings suggest that systemic stance, characterised by non-knowing, encouragement, trust, and resource orientation, fosters psychological safety, intrinsic motivation, and deeper learning. Systemic methods such as circular questioning, reframing, silence, and ritualised check-ins emerged for reflection and meaning-making. The study highlights the relevance of ReflAct with systemic and constructivist didactics for sustainable learning in higher education contexts.