2026 ASEE Annual Conference & Exposition

Engineering education increasingly emphasizes the cultivation of self-directed learning (SDL) as a core graduate capability. Reflective learning, which enhances metacognitive awareness and learner autonomy, has been shown to support SDL in experiential contexts, yet its role in mathematically intensive technical courses remains underexplored, particularly within African universities. This study examined how reflective learning journals support emerging self-directed learning behaviors among undergraduate engineering students enrolled in a Digital Signal Processing (DSP) course at a public university in East Africa. Guided by constructivist learning theory, Schön’s reflective practice, and Garrison’s SDL model, the study employed a qualitative case study design. Sixteen students from two engineering programs in Biomedical and Electrical completed weekly reflective journals across 12 weeks of a 15‑week semester. Data were analyzed thematically using a reflexive framework. Findings revealed that reflective journaling enabled students to articulate their understanding of key course concepts, surface learning gaps, and plan purposeful learning actions that signal emerging SDL behaviors such as self-monitoring and strategy selection. Students described strategies such as revisiting prior materials, engaging with online resources, and using computational tools, demonstrating growing autonomy and self-regulation. Differences across cohorts were shaped more by depth of engagement and prior experiences than academic level. Therefore, embedding structured reflection within technical courses can strengthen metacognitive awareness and learner autonomy without displacing disciplinary rigor. These insights contribute to engineering education scholarship by highlighting the pedagogical value of reflection in analytically demanding contexts and offering practical guidance for integrating reflective practices to promote SDL in diverse and resource-constrained environments.