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Education faces difficulties around the world, and may be economic, technological, social, and personal. Those require the educational system to be highly flexible and adaptable to these problems. Accordingly, researchers emphasize the need for a higher degree of creativity in learning based on wider conceptions of young people's skills including better communication skills. There is also a need for new methods to find a way to encourage motivation, self-esteem and abilities for learners. To all of these we would add the need for higher emphasis on individuality, the growth of which is driven by the promotion of freedom of learning. It means that we should emphasize the full development of all the individual potentialities, such as original thinking and reasoning, creativity, and innovative capabilities.
Thinking abilities as an original stage in adjusting to the university learning style must be a priority for learners. The thinking abilities of the new learners need to be strengthened by familiarizing them as soon as possible and offering them a teaching approach that promotes them to think about why and how instead of just wondering what. The point is that the thinking process of why and how encourage learners to learn how to think creatively, obtain information meaningfully, and apply knowledge instead of simply knowing, analyzing, and synthesizing information to real-life circumstances, so that learners can co-evaluate what they have already understood and what they have not. Most importantly, the learners can internalize what has been learned into the exercise of daily life.
According to (Bain, et.al, 2002), reflective teaching is characterized by different levels of reflective thinking known as the 5Rs frames: 1) reporting; 2) responding; 3) relating; 4) reasoning; and 5) reconstructing. The level of reporting is linked to the ability to describe the condition, phenomena, symptoms or issues. The amount of responding is linked to have the ability to react emotionally to the issues.
Reflective learning uses cognitive, affective and psychomotor domains to place learners as learning topics who always believe actively and operate. Thinking with the aim of sharpening logical abilities is a cognitive domain.
Creative thinkers attempt to imagine and explore options, and think differently. Such an approach is necessary for a strong educational base and to improve their intelligence, including “soft abilities” such as comprehension, empathy and communication skills. Using different learning materials and different resources enables learners with different principal learning styles to comprehend data as effectively as possible. Students and educators foster learning through multidimensional relationships. The youth need unlimited time to play, explore, get bored, overcome boredom, discover their own interests, and follow those interests in order to learn on their own (Gray, 2011). Such opportunities enable learners to develop their analytical and creative abilities with special emphasis on exploring and assessing competing claims and different perspectives. Education leads to higher personal freedom through higher expertise, if it becomes organized to consider diverse perspectives (Association of American Colleges & Universities, 2006). However, as Forte (2009) claims that the freedom of the student to learn involves the freedom of the teacher to teach, and they are in close relationship with each other. However, the word ' liberty' in education is often misunderstood to indicate that the teacher has a passive approach and should be dropped from instruction and oversight.