Reflective learning is considered crucial for advancing learning strategies, improving professional practice, and engaging in lifelong learning. For this reason, developing reflective learning has been imperative for the education of professionals across disciplines. Despite its potential, however, there is a lack of conceptual clarity and models of good practice for developing students' reflective skills. The purpose of this study is to review conceptualizations of reflective learning and related instructional strategies. We conducted a scoping review of 53 empirical studies obtained through a search of Education Source, ERIC, and PsycInfo databases. The results indicate a range of conceptualizations of reflective learning including content understanding, evaluation of perspectives, review of practice, metacognition, and examination of sociocultural contexts of education. Instructional strategies are discussed in terms of objects and process of reflection. We propose a conceptualization of reflective learning that goes beyond developing professional competencies to addressing broader issues relevant to everyday life.