This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis.The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on reflective learning.

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The study provides a better understanding of inclusive research processes by taking into account participants' views.

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A descriptive, exploratory study is presented based on a questionnaire regarding the following aspects of reflective learning: a) self-knowledge, b) relating experience to knowledge, c) self-reflection, and d) self-regulation of the learning processes. The questionnaire was completed by students studying four different degree courses (social education, environmental sciences, nursing, and psychology). Specifically, the objectives of a self-reported reflective learning questionnaire are: i) to determine students’ appraisal of reflective learning methodology with regard to their reflective learning processes, ii) to obtain evidence of the main difficulties encountered by students in integrating reflective learning methodologies into their reflective learning processes, and iii) to collect students’ perceptions regarding the main contributions of the reflective learning processes they have experience

Journal: Student in Higher EducationThis paper focuses on analysing student participation in university governance, with the specific aims of identifying the main obstacles to student participation and offering proposals of how to better facilitate student involvement in the functioning of the university. From research carried out on student questionnaires, teaching staff interviews and student discussion groups, we obtained information regarding the major obstacles to student participation. The methodology employed in this research allows us to compare and contrast the opinions and perceptions of students and teaching staff. Significant differences are identified that highlight the main ways for facilitating change in student participation in the university. The required changes must not only relate to improving the means by which students are informed about ways of participating, they must also influence how universities structure participatory processes, the role of the teaching staff and, specifically, the role of coordinators of those managing bodies closest to the students.