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The third chapter—Reflexivity or “Reflexivities” in higher education: Conceptualizing a unique reflexive process (G. Esposito, M.F. Freda, R. De Luca Picione)—addresses the issue of reflexivity and the difficulty of determining a unique conceptual definition. According to some reflexivity models, there are no unique reflexive processes, instead there are diverse levels of reflexivity with differing complexities. These reflexivity levels or qualities are often discussed using specific terms such as self-reflection and reflexivity. This chapter aims to provide an overview of the reflexivity construct as it has been addressed in various humanities disciplines (e.g., psychology, pedagogy, and sociology) to highlight points of differences and connections (e.g., function of context and intersubjectivity in fostering reflexivity). Fonagy’s mentalization process and recent reflexive process conceptualizations within a semiotic perspective are particularly emphasized, thus distinguishing the two reflexive process levels (reflection and reflexivity).

The fifth chapter—A novel narrative method to foster reflexivity in higher education: The narrative mediation path (M.F. Freda, G. Esposito, M.L. Martino)—introduces the INnovative Solutions to Acquire Learning to Learn (INSTALL) Project and its targets and aims. Specifically, it focuses on the Narrative Mediation Path (NMP) methodology, which consists of four Narrative Modes (Metaphoric, Iconographic, Writing, and Bodily), and provides examples of the narrative media (proverbs, vignettes, written narratives, and sculpture) adopted during the INSTALL meetings. The chapter describes the NMP methodology and the contribution of each narrative mode, the aims and procedures, the related narrative media, and the role of the narrative group in fostering reflexivity. It also examines how each narrative device contributes to the promotion of mentalization dimensions (explicit, internal, self-oriented, etc.) and reflection and reflexivity processes.

The eleventh chapter—Training in narrative techniques: An interdisciplinary formative method (M.F. Freda, G. Esposito)—is focused on training INSTALL trainers from different disciplines, the so-called Narrative Group Trainers. The chapter analyzes how the Narrative Mediation Path (NMP) addresses many professionals, such as counsellors, lecturers, psychologists, and educators, and discusses why NMP is considered an interdisciplinary and cross-sectional method that could be widely adopted. It finally discusses the importance of training professionals who are interested in promoting reflexive competences in higher education.

The tenth chapter—Reflexivity and improvements in academic performance (G. Esposito, M.F. Freda, S. Manzo)—analyzed the relationship between reflexivity and academic performance. In different disciplines, several studies have shown that reflexive competences can play a key role in improving academic performance because assuming a reflexive position on one’s own path can balance emotional and cognitive dimensions and support student learning processes. The chapter explores this issue by introducing the construct of agency and analyzing how a productive performance can be only one of the possible agentive actions developed as a result of reflexive competence. Finally, the chapter presents the evaluation model developed for the INSTALL Project and the main findings that were inherent in the relationships between reflexive competence, agency, and academic performance.