Reflective Learning Technologies in The Development of Social Activity Competence

This study examines the theoretical foundations and empirical effectiveness of reflective teaching technologies (RTT) in developing social activity competence (SAC) among university students. An intervention study based on a mixed-methods approach was conducted over one academic year with two groups, involving a total of 60 participants. The results demonstrated statistically significant improvements in the experimental group in terms of social initiative, empathy, collaborative decision-making, civic orientation, and self-regulation.