Abstract It is well established that the use of reflections influences and supports learning in important ways. However, student-learning, teacher-pedagogical, institutional, and sociocultural factors can hinder initiatives to promote student reflection in universities. This literature review aims to provide an overview of the challenges of encouraging reflection in higher education through a multilevel perspective. Based on the analysis of 66 selected empirical and non-empirical articles, the results show that there is a reciprocal relationship between barriers that occur at the macro and micro levels. In addition, it is found that reflection literacy is necessary at all four levels to overcome the barriers identified. The multilevel framework is proposed as a model for coordinating institutional efforts to address the challenges of reflection and upon which a shared discourse can be developed by key stakeholders who are interested in promoting reflective practice in higher education.

中文翻译：

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反思素养：通过全面的文献综述，从多层次视角看待在高等教育中运用反思的挑战

摘要 众所周知，反思的使用以重要的方式影响和支持学习。然而，学生学习、教师教学、制度和社会文化因素可能会阻碍促进大学学生反思的举措。本文献综述旨在通过多层次的视角概述在高等教育中鼓励反思所面临的挑战。基于对 66 篇选定的实证和非实证文章的分析，结果表明，在宏观和微观层面出现的障碍之间存在相互关系。此外，还发现在所有四个层次上都需要反思素养来克服所确定的障碍。