ISSN: 2226-6348
Open access
This study investigated the effects of reflective practice in project-based learning on the development of emotional and social intelligence among undergraduate students. Conducted with 155 students enrolled in the Design Thinking course at UNITAR International University, the research analyzed students' reflective journals using thematic analysis. The findings reveal significant gains in emotional intelligence, such as self-awareness, confidence, fortitude, and emotional regulation, and social intelligence, including teamwork, empathy, communication and leadership. While both domains are enhanced, social intelligence emerges more significantly, highlighting the value of collaborative learning environments. The results support the integration of reflective and experiential approaches in higher education to foster students' holistic development. The study also recommends further exploration of the influence of digital learning, gender, cultural factors, and leadership roles on emotional and social competence. Overall, the findings affirm that reflective practice is an important tool for fostering interpersonal and intrapersonal growth that aligns with humanizing educational goals.
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