ECRPL 2025

Third European Conference on Reflective Practice-based Learning (ECRPL) 2025

The theme of the conference in 2025 is "Reflective practice-based learning and the Future of Practice-oriented Education"

We hereby invite educators, researchers, and practitioners to join us in further explorations of current practices of Reflective Practice-based Learning in higher education and professions at the ECRPL 2025 conference. Following the success of the second European Conference on Reflective Practice-based Learning (ECRPL) held in Aalborg, Denmark, from 20th to 22nd November 2023. Registration opens April 1st, 2025.

Reflective Practice-based Learning (RPL), a recent contribution to the educational field, emphasises experience, thinking, and action as key concepts underpinning learning. RPL promotes reflection as part of the learning experience and is particularly suited for professional practice and education, suggesting an approach to the ever-relevant relationship between theory and practice.

The conference programme includes full and short paper presentations (research tracks), keynotes, poster presentations, networking opportunities and a social programme with a welcome reception and conference dinner.

Keynote speakers

We are proud to present our keynote speakers for ECRPL 2025.

Keynote speakers

Etienne and Beverly Wenger-Trayner

A social learning perspective on reflective practice-based learning

The notion of reflective practice was introduced by Schon as a conversation with the situation. While we subscribe to his view, we believe that it needs to be expanded to include the social dimension of learning. For this, we propose the notion of a social learning space, with its three dimensions of caring to make a difference, engaging uncertainty, and paying attention. What does reflective practice-based learning look like in a social learning space? We introduce the concept of learning flows and loops by which social learning and practice are closely linked. Our framework can be used both to foster the social dimension of reflective practice-based learning and to assess the value it creates.

Biography

Etienne Wenger-Trayner is a globally recognized thought leader in the field of social learning. His early books include: Situated Learning, where the term “community of practice” was coined; Communities of Practice, about the theory; and Cultivating Communities of Practice, for practitioners. Etienne is a sought-after consultant and one of the most cited authors in the social sciences. His more recent books, coauthored with Beverly Wenger-Trayner, further the theory and practice of social learning: Learning in Landscapes of Practice, Learning to make a difference, Systems Convening, and the Communities of practice guidebook. 

Beverly Wenger-Trayner is a social learning theorist and consultant known for her work with international organizations. She has been working for over twenty years with organizations to convene social learning systems, facilitate events, and develop social media strategies, particularly when it is to bring together people from different cultures, professions, or perspectives in the service of a common goal. Etienne and Beverly recently founded the Social Learning Lab. The purpose of the lab is to host workshops and events for people across the world and to become a wellspring of ideas, connections, and writing.

Keynote speaker

Anders Buch

Placement and the Politics of the ‘Practical’ in Education. The critical dimension of RPL

Traditionally, schools have been viewed as the primary setting for learning, while workplaces have been designated as spaces for applying acquired knowledge and skills. Recently, however, this model has come into question, with educational placements now being recognized as valuable sites for fostering meaningful learning experiences. Placement is increasingly seen not only as a bridge between education and employment but also as a powerful catalyst for developing critical skills and insights.

While this shift challenges the traditional division of authority between school-based and work-based learning, it often tends to reproduce the longstanding theory-practice dichotomy in education. In this keynote, I will examine key trends in educational policy and discuss how a reflective, problem-based approach to placement can help reimagine the relationship between school and workplace learning-offering a fresh perspective on facilitating problem-based learning and bridging the theory-practice gap.

Biography

Anders Buch is a Senior Associate Professor at VIA University College and is affiliated with Jönköping University. His research centers on professions, professionalism, and technological expert cultures, with a theoretical approach grounded in Science & Technology Studies, Practice Theory, and classical American Pragmatism. Dr. Buch has published extensively on topics including knowledge, learning, education, professionalism, and the professional development of engineers.

Information for authors

Full paper & short paper submission is now open. The deadline for submission is April 28th, 2025. Notification of results based on peer-review is June 30th, 2025.

Poster submission is now open. The deadline for submission is April 28th, 2025. Notification of results based on review June 30th, 2025.

View the author guidelines.