<![CDATA[This study explores how EFL teachers employ reflective practice to sustain and enhance student-centered learning (SCL) in higher education. Using a qualitative case study, data were collected from five teachers through semi-structured interviews, reflective journals, and supplementary documents. The findings reveal that reflective practice operates across three interconnected modes: reflection-in-action, enabling real-time adaptive teaching; reflection-on-action, supporting post-lesson evaluation and professional growth; and reflection-for-action, facilitating anticipatory planning for diverse learner needs. Teachers demonstrated the ability to adjust instructional strategies responsively, consolidate insights through journals and peer discussions, and design lessons that balance structure with flexibility. Despite these benefits, institutional constraints such as heavy workloads, rigid curricula, and administrative demands limited systematic reflection, prompting teachers to rely on informal or collaborative practices to sustain engagement. The study highlights that reflective practice serves as a critical mechanism for adaptive pedagogy, professional identity development, and the promotion of SCL, while its transformative potential depends on both individual agency and institutional support. These findings offer theoretical and practical implications for teacher education programs seeking to embed reflective practices within student-centered frameworks.]]>
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