Proceedings for the European Conference on Reflective Practice-based Learning 2025
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Editors
Synopsis
These proceedings present the contributions accepted for the Third European Conference on Reflective Practice-based Learning (ECRPL25), held in November 2025, hosted by University College of Northern Denmark (UCN) in Aalborg. For ECRPL 2025, the theme was “Reflective Practice-based Learning (RPL) and the Future of Practice-oriented Education”. The volume brings together peer-reviewed contributions from educators, researchers, and practitioners. The contributions delve into the evolving landscape of reflective practice in higher education and professional settings.
Reflective Practice-based Learning (RPL) emphasizes the integration of experience, thinking, and action as foundational elements of the learning process. This approach is particularly relevant in bridging gaps between theory and practice and gaps between education and professions and businesses. The RPL framework should create good conditions for fostering a deeper theoretical understanding and better competencies for applying theoretical knowledge in real-world contexts. As we navigate the complexities of modern education, RPL offers a robust framework for developing critical thinking, adaptability, and lifelong learning skills.
Author Biographies
Susanne Dau is a Senior Research Associate and holds a PhD in Blended Learning from Aalborg University. She is a head of research at the Research Program of Reflective Practice-based Research and a research manager at the Department of Nursing Education at UCN. Susanne Dau's research counts local, national and international research projects within learning and education, including digital-supported learning and education, AI, professional development and Reflective Practice-based Learning.
Thomas Kjærgaard is a Senior Lecturer and Researcher in Teacher Education at UCN. He specializes in researching reflective practice-based learning in Teacher Education. His main research interests include dialogue, reflection, language acquisition, and technological literacy.