DEVELOPING A MODEL, CRITERIA, AND ASSESSMENT FRAMEWORK FOR FOSTERING DIGITAL REFLECTION IN HIGHER EDUCATION

This article examines the theoretical and methodological foundations of the concept of digital reflection within the context of ongoing digital transformation, as well as its significance in contemporary education and teacher training systems. The philosophical and epistemological roots of reflection, as developed by John Locke, Gottfried Wilhelm Leibniz, and Immanuel Kant, are revisited and reinterpreted through a modern lens. Furthermore, the conceptual distinctions between traditional reflection and digital reflection are systematically analyzed based on criteria such as environment, tools, outcomes, and scope. The study employs theoretical analysis, content analysis, and comparative approaches. Digital reflection is defined as the individual’s ability to comprehend, analyze, evaluate, and regulate their own digital activities. It is argued that digital reflection not only encompasses technological skills but also facilitates the integration of intellectual, communicative, and personal competencies. Based on a review of the literature, it is demonstrated that electronic learning environments—including virtual platforms, interactive systems, and artificial intelligence technologies—provide extensive opportunities for the development of reflective skills. In addition, the diagnostic, prognostic, and regulatory functions of digital reflection are identified and elaborated. The findings indicate that digital reflection plays a crucial role in enhancing students’ independent thinking and self-regulation competencies. The integration of interdisciplinary approaches and the systematic incorporation of digital reflection into the educational process significantly improve learning outcomes. From a practical perspective, the study recommends incorporating digital reflection as a core competency within pedagogical programs and adapting advanced international practices to local educational contexts.