THE TEACHER AS A REFLECTIVE MEDIATOR: INTEGRATING DISCIPLINARY, HUMAN, AND CRITICAL ASPECTS INTO EXPERIENTIAL LEARNING IN HIGHER EDUCATION
DOI:
https://doi.org/10.56219/dialctica.v3i31.6576Keywords:
Pedagogical training, higher education, disciplinary knowledge, human sensitivity, reflective thinkingAbstract
This reflective essay argues that, in higher education, the instructor has shifted from the role of lecturer to that of facilitator who guides students in constructing meaningful learning based on their experiences. However, participation does not guarantee critical understanding. To prevent experiential learning from being limited to the fulfillment of curricular requirements, educators must guide reflection that encourages students to interpret their experiences, which requires adequate pedagogical training and optimal institutional conditions. This reflective essay analyzes this paradigm shift through four key areas: educational mediation in the classroom, the tensions between employability demands and available resources, the influence of teacher training on practical reflection, and curriculum design strategies. The findings show that strengthening teachers as reflective mediators requires greater inclusion of practical activities in the curriculum. Furthermore, it is essential to have coherent institutional policies, collaborative spaces, and authentic assessment systems that promote critical thinking. Only then will experiential learning evolve into a transformative tool for the holistic education of students.
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