This chapter explains why this book set to explore the long-term effects of ED programmes taking the conceptual lens of student-centredness and reflective teaching. It clarifies how since the 1990s student-centred learning (SCL) that places importance on active learning, continuous assessment, and more balanced power relationship in the classroom has become a predominantly used concept for desired learning in educational development. The chapter moreover introduces the concept of reflective teaching. It defines reflection and how it is different from, for example, thinking or deliberation. It details what reflective teaching means, how is it evidenced to impact student learning, in particular in higher education, and why should teachers approach their practice in a reflective manner. The chapter offers examples how reflective approach to teaching have been assessed in published literature and it specifies how both student-centred approach to teaching and reflectiveness are evaluated in this research.