Faculty engagement in critical reflection and transformative learning

Abstract

Qatar's education system is at the crossroad of transformational measures under the 2030 vision of educational reforms and agendas. Faculty engagement in critical reflection has been attributed as the most effective technique in transformation learning. It identifies the gaps, efficient learning designs, and student-oriented outcomes. According to the literature and theoretical understanding, critical reflection is an important determinant of the educational system outcomes, incorporated into the teaching or faculty members. This study also explores the essential role of reflection theoretical framework in the faculty engagement to the educational system and its performance. Three types of critical reflection content, process, and premise under curriculum, instructional knowledge, and pedagogical knowledge have been analysed. The study design uses the mixed methodology based on the quantitative and qualitative assessment of the collected data. A Survey of the faculty members has been conducted on Kreber's framework of the interview guide. Theoretical implications of the critical reflection have been used as the analytical tools to develop the narratives about the engagement of the faculty members with types of critical reflection. The findings suggest that faculty require scholarships for reflection development to promote efficient educational learning outcomes in Qatar's higher education system.