Within the context of the Master’s in Business Administration program, the course Leadership and Organizational Change, delivered entirely online, implemented an innovative reflective assessment approach aimed at fostering the development and consolidation of key student competencies. The final activity, entitled Connecting Learnings, is a guided individual reflection in which students identify their most meaningful learning outcomes, analyze their applicability in professional and personal contexts, and conduct a self-assessment of their learning process.

The primary objective is to promote deep and lasting learning, enhance competency awareness, support self-regulated learning, and encourage professional development planning. To facilitate this, the instructor provides personalized feedback to each student, enriching their reflections and offering individualized guidance. This combination of self-assessment and instructor feedback activates a two-way metacognitive process and strengthens the transfer of knowledge to real-world settings.

Thematic coding of student reflections reveals recurring patterns in valued learning outcomes, including adaptive leadership, change management, interpersonal communication, teamwork, and decision-making in complex environments. Additionally, student insights regarding the course’s impact on their professional and personal development are analyzed.

Findings indicate the effectiveness of reflective activities—particularly in online learning contexts—in consolidating knowledge, activating transfer, and fostering critical thinking. Personalized feedback significantly supported each student’s reflective process, enabling deeper engagement with the content and more targeted competency development.

This experience contributes to ongoing discussions about pedagogical strategies that promote meaningful learning and student engagement. Furthermore, the analysis of student perceptions provides valuable input for the continuous improvement of course design and delivery. The integration of reflective self-assessment with individualized feedback is concluded to be an effective pedagogical practice in higher education, especially in virtual environments and courses focused on transversal competencies and professional leadership development.

Keywords: Reflective learning, competency development, online education, leadership training.