Abstract
Bridging the knowing–doing gap remains a formidable challenge in large foundational higher education courses. This study examines the integration of structured reflective learning journals, grounded in experiential learning theory, within a first-year economics curriculum to foster metacognition, student engagement, and authentic knowledge transfer. Weekly guided prompts invited learners to connect course content with personal insights and real-world applications, while a peer review intervention was later introduced to scaffold evaluative judgement and deepen reflective practices. Across three semesters, consistently high participation and improved performance outcomes were observed, particularly with the inclusion of peer review, suggesting that reflective writing supported by peer review cultivates meaningful engagement and enhances critical thinking. This paper highlights reflective practice and peer review as a potential catalyst for meaning-making and learner growth in contemporary higher education.
Keywords
Reflective learning journals, experiential learning, peer review, student engagement, metacognition, economics education, case.