A Reflective Collaboration Model to Foster Inclusive Dialogue for Collaborative Learning

Collaboration is a vital skill for future engineers and researchers, yet navigating diverse classrooms can be challenging. Higher Engineering Education (HEE) offers numerous opportunities for collaborative learning, often through teamwork or other project or course-related interactions. However, unresolved conflicts due to differences in motivation, expectations, or cultural aspects can hinder learning. The Reflective Collaboration (RC) model was developed to facilitate inclusive dialogue and promote effective collaboration. It emphasizes three key areas: selfreflection for authenticity, reflexivity in relation to others, and collective dialogue to foster connectivity. The model serves as a practical framework for posing reflective questions to guide discussions and scaffold collaborative learning in HEE contexts. Applications range from multi-stakeholder workshops on inclusion to project-based courses and formative feedback through reflective dialogue. The paper highlights student-centered activities and the role of educators as mediators in facilitating formative assessment for collaboration. It also highlights the need for integrating collaborative learning within curricula by providing sufficient time and space for reflective dialogue. By structuring reflective discussions, the RC framework supports skills development for inclusive collaboration. Instead of focusing solely on theoretical instruction, it promotes experiential learning, encouraging students to engage in meaningful and mediated dialogue to enhance their collaborative abilities.