Publishing in Discover Education has been a milestone in my journey as a reflective practitioner, an educator, and researcher based in Nepal. I have long been fascinated by how science education can nurture curiosity, resilience, and agency among learners. My journey—from astrophysics to STEAM education—has shaped my perspective on integrating research with classroom realities.
This study emerged from my desire to reposition classrooms as spaces of dialogue, resilience, and global citizenship. By embedding reflective practice, I sought to bridge disciplinary boundaries and empower learners to think critically and ethically.
Why It Matters
Education today demands more than subject mastery. It requires multidisciplinary skills—critical thinking, ethical reflection, and digital literacy—that prepare students for global citizenship. My findings indicate that reflective practice can be a transformative tool for achieving this vision, even in contexts where traditional pedagogies prevail.
Key Insights from the Study
Transformative Pedagogy and Multidisciplinary Competencies
Reflective practice helps students move beyond technical proficiency toward sustained, meaningful learning. In my study, I emphasized the clear intention of teachers to nurture skills rather than simply prepare students for exams. By embedding reflection into academic journal writing, classrooms can evolve into skills-oriented environments where learners develop creativity, problem-solving, ethical awareness, and digital literacy.
Importantly, reflective journal writing also nurtured critical thinking and narrative reflection, enabling students to articulate their learning journeys in ways that connected disciplines and personal experiences. Through this process, learners engaged in collaborative inquiry and began to see knowledge not as isolated fragments but as interconnected insights. This holistic approach reframes teaching from a narrow focus on test performance to a broader vision of cultivating lifelong competencies—preparing students to navigate science, society, and self with resilience and agency.
Resilience & Agency
Despite institutional resistance, students demonstrated resilience and ownership of their learning journey. On a personal level, I too faced many challenges—navigating institutional limits, scarce resources, and long-standing stigma against reflective practices. Yet, by balancing my personal motives of nurturing skills with the realities of institutional constraints, I was able to sustain this work. This balancing act became a model of resilience, showing students that agency is not only about resisting structures but also about creatively working within them to achieve meaningful change.
Strategic Advocacy
Embedding reflection within school culture requires advocacy, persistence, and alignment with broader educational goals. My findings highlight that reflective practice cannot remain an isolated classroom experiment; it must be championed at the institutional level. Teachers, administrators, and policymakers need to recognize its value in cultivating multidisciplinary skills and resilience. Advocacy thus becomes a strategic effort—ensuring that reflection is woven into the fabric of school culture, supported by resources, and aligned with national and global educational priorities.
I hope this study encourages meaningful conversations among the Springer Nature Research Communities and inspires educators globally to adopt reflection as a powerful tool for transformation. It aims to challenge the prevailing exam-centric mindset by promoting skills-oriented teaching practices that better prepare students for the future.
I invite fellow educators and researchers to reflect with me:
- How do you integrate reflective practice in your teaching?
- What challenges do you face in fostering multidisciplinary skills?
- How can we collectively advocate for inclusive, skill-based education across diverse contexts?