Femma Roschar

As educators working with future healthcare professionals, we believe that professional and personal development stems from reflection and self-knowledge. We've witnessed how helping students develop self-awareness and reflection skills transforms their educational journey and professional identity formation.  Identifying and challenging limiting beliefs is fundamental to authentic professional development. In our roles at SCOPE, we regularly incorporate these principles into our education, empowering students to make choices aligned with their authentic selves.

During my PhD at Utrecht University, I co-developed the Transition Model Canvas with Frank van Rijnsoever as part of a pan-European programme designed to help students engage with and make sense of societal transitions. By combining transition theory with the canvas methodology from entrepreneurship, we created a tool that has proven highly practical and is now regularly used by policymakers.

As an educator and peace mediator, I am interested in how we relate to ourselves and others and how we can create momentum for positive change. While working in the field of conflict resolution and social transformation worldwide, I developed a tool that supports educators in facilitating both affective and cognitive learning. Inspired by the IDGs, this tool encourages reflection, embodied awareness and meaningful dialogue on issues that may surface tensions or highlight differences within the group. I believe real learning begins within, when we engage with discomfort and connect across differences.