| Summary: | There is a converging body of literature that supports the creation of knowledge through the transformation of experience, yet the processes from and through which learning emanates remain obscure. Despite such ambiguity, institutions of higher education have been urged to reinvigorate learning processes and practices in order to focus on empowering learners through enhancing their critical thinking abilities coupled with advanced practical skills. It is argued that while teaching methodologies such as reflective thinking enable the delivery of content, they also reinforce skills required to critique learners’ personal views of themselves and the societies they live in. In this way, reflective thinking as a teaching methodology has a potential to aid learners in terms of engaging in personal and contextual transformation. Using the reflective thinking methodology, this study employs qualitative data obtained from learners’ reflections on authentic leadership. It explores the way learners interpret and reflect on learning for their personal and contextual transformation.
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