Problem / need / context
In VET, teaching often prioritises the acquisition of technical and occupational skills, sometimes at the expense of transversal competences such as reflection, self-awareness, and independent learning. While learners may successfully complete practical tasks, they frequently struggle to explain how they learned, why certain approaches worked, or how they can improve in the future. Similarly, teachers tend to rely on established teaching routines without systematically evaluating their effectiveness or adapting them based on learner needs.
This situation creates several interconnected challenges. First, limited reflective capacity among learners. Many VET learners are accustomed to task-oriented instruction and are rarely encouraged to analyse their own learning processes. As a result, they may complete activities successfully but lack the ability to transfer knowledge to new situations or adapt when conditions change. This directly affects their employability, particularly in dynamic work environments where problem-solving and adaptability are essential. Second, lack of structured reflective practice among teachers. Although teachers may informally reflect on lessons, this is often inconsistent and undocumented. Without structured reflection, opportunities for professional growth remain limited. Teachers may not identify recurring challenges, such as disengaged learners, ineffective explanations, or uneven participation in group work. Third, absence of systematic tools and routines to support reflection. In many VET institutions, there are no standardised templates, prompts, or processes to guide reflection for either teachers or learners. Reflection is therefore dependent on individual initiative rather than embedded practice. Fourth, weak connection between teaching practice and continuous professional development (CPD). Without structured reflection, CPD activities may remain theoretical and disconnected from real classroom challenges.
These issues are directly related to the transversal skill “Teach to learn / Learning to learn and self-reflection”, which emphasises the ability of teachers to reflect on their own practice while also supporting learners in developing metacognitive skills.
The need identified was therefore to introduce a practical, structured, and sustainable approach that embeds reflection into daily teaching and learning processes without adding excessive workload.
Intervention
To address this need, a VET institution introduced a structured reflection model combining teacher self-reflection, peer feedback and learner reflection activities. The approach was designed to be simple, practical, and easily integrated into existing teaching routines.
Teacher Reflection
Teachers were provided with a short reflection template to be completed after selected sessions. The template included key guiding questions:
What worked well in the session?
Which learners struggled and why?
What would I change next time?
How did I support different learning needs?
This helped teachers move from general impressions to more focused and consistent reflection.
Peer Observation
A peer observation system was introduced, where teachers observed each other’s lessons using a simple checklist focused on learner engagement, clarity of instruction, and inclusion. Observations were followed by short feedback discussions, allowing teachers to exchange good practices and identify areas for improvement.
Learner Reflection
Learners were encouraged to reflect regularly through short prompts integrated into lessons, such as:
What did I learn today?
What was difficult?
What would I do differently next time?
In some cases, learners also kept simple learning journals to track their progress over time.
Group Debriefing
At the end of practical activities, teachers facilitated short group discussions to reflect on the process, challenges, and outcomes. This supported shared learning and encouraged learners to express their experiences.
Implementation
The intervention was introduced gradually, starting with a pilot phase involving a small group of teachers. After adjustments, it was extended to other departments and integrated into regular teaching practice.
Outcomes
The introduction of structured reflection had a positive impact on both teaching and learning.
For Teachers
Teachers became more aware of their teaching methods and their impact on learners. They reported greater confidence in adapting lessons and addressing diverse learning needs. Peer observation contributed to stronger collaboration and exchange of practices, reducing professional isolation.
For Learners
Learners developed stronger self-awareness and became more active participants in their own learning. They were better able to identify difficulties, reflect on their performance, and take responsibility for improvement. This led to increased motivation and persistence, particularly in challenging tasks.
Impact on the Transversal Skill
The intervention significantly strengthened the skill “learning to learn and self-reflection” by turning reflection into a regular and structured practice. Both teachers and learners developed habits of analysing their actions, identifying improvements, and applying changes.
Institutional Impact
At institutional level, the approach contributed to a more reflective teaching culture. Reflection became part of lesson planning, delivery, and evaluation, supporting continuous professional development.
Transferability
The model is highly transferable, as it requires minimal resources and can be adapted to different vocational fields. Its simplicity allows easy implementation in various VET settings.