Multimodal Reflective Journals and Life Writing: A Didactic Approach to Enhanced Learning

This research investigates how self-reflection, journaling, and life writing can foster significant educational and personal growth among tertiary-level students with a focus on the tumultuous period of the Covid-19 pandemic. It explores the transformative power of these methodologies in developing metacognitive skills, soft skills, and self-regulation abilities essential for students navigating contemporary challenges exacerbated by rapid technological advancements and social shifts. Utilizing a multimodal approach, students engaged in reflective writing exercises incorporating text, drawings, photography, and other media forms, revealing diverse coping mechanisms and enhanced self-awareness.

The data, drawn from anonymous student journal excerpts from 2020-2021 and 2021-2022, underscores the benefits of reflective journaling in promoting emotional resilience, intercultural awareness, and improved cognitive processes. Through detailed qualitative analysis, the study illustrates the profound impact of life writing on students' self-perception, academic performance, and overall well-being. It reveals how these practices enhance students' abilities to process complex emotions and situations, fostering a deeper understanding of themselves and their environments.

The findings advocate for the integration of reflective journaling and life writing into educational practices to better prepare students for the evolving demands of the global job market and personal life challenges, highlighting their active role in developing a versatile, resilient, and self-aware individual.