Inquiry-based learning in its various forms – amongst others, Problem-Based Learning, PBL (e.g., Loyens & Rikers, 2011) – is widely recognized as a pedagogy that can foster transformative learning. Overcoming crises and reach new understandings and deeper, critical worldviews, however, does not come easy, and evidence suggest that also in inquiry-based learning students can become stuck in limbo when they are not adequately facilitated in their reflective processes. This contribution builds on findings from a study conducted in the context of a Scandinavian University which applies PBL as its institution-wide pedagogical approach. Over the course of three semesters, students from different disciplines were engaged in various activities which allowed them to reflect on their learning gains and competence development during their studies. Different didactical prompts and social forms were implemented to facilitate transformative reflections (Mezirow ,1991). Students’ conversations, writings, portfolio artefacts and interactions with the facilitating team were documented and thematically analyzed with a focus on emergent topics and processes of transformative reflections. The analysis resulted in the formulation of a grounded model that proposes that meaningful reflections need to be fostered by at least for didactical elements, being opportunities, challenges, tools and helpful relations
