Higher education teaching and learning employ different approaches and techniques to empower
students' learning experiences. The critical style of reflective practice in higher education is
significant in preparing students for professional development, research competencies and deep
learning (Glass, 2015). The word reflection has diverse meanings, described as the continuous and
active engagement towards any form of knowledge resources with the employment of critical
thinking (Dewey, 1983). Schön (1983) emphasised reflection activity as a method of re-evaluating
experiences in different forms comprising individual comprehension of self and others. The critical
style of reflective practice requires continuous efforts, attempts, and complex thought processing
of unstructured ideas from various resources (Moon, 1999). Reflection also includes experiences
and the development of insights, which enable the active functioning of cognitive and affective
elements (Boud et al.,1985). Therefore, the growth of reflective practice needs active engagement
and thinking to arouse individual performance in reflection (Boud, Keogh & Walker, 1996)
