Reflective Teaching Practice (RTP) emerges as a quintessential consideration and strategic framework aimed at transcending the mere mechanical execution of educational duties in higher education. This research examines how ongoing RTP supports curriculum alignment. Eight lecturers from a school of chemistry participated in semi-structured interviews. Specifically, the study was interested in what, if any, were the RTPs that resulted in changes. Reflective practices are indispensable for educators aspiring to achieve pedagogical excellence, thereby developing employability skills, also known as graduate skills, such as critical thinking skills in students. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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