The article analyzes the learning outcomes developed through reflective practice in the context of the Project Studio course within university-level Architecture education, conceived as a reflective practicum. Based on a qualitative case study and an inductive data analysis, the study explores students’ perceptions of changes in their ways of thinking, acting, and learning during their preparation for professional practice.
The findings reveal interrelated learning outcomes across cognitive, affective-motivational, and self-regulatory domains, as well as the social domain. At the cognitive level, improvements are observed in higher-order thinking processes and in more analytical and integrative problem-solving strategies. In the affective-motivational domain, students develop greater self-regulation, learning habits and attitudes, and a positive and persistent disposition toward the task.
Likewise, in the social domain, openness to dialogue, cooperation, and joint knowledge construction is strengthened. The multidimensional nature of these findings makes it possible to understand reflective practice as a comprehensive formative process in higher education contexts, integrating personal, intersubjective, and professional dimensions.