Learners have multiple learning styles and educators guide the learners to find the suitable learning strategies according to their proficiency level. Reflective and cooperative learning are interrelated pedagogies as both incorporate active learning for sustainable development to achieve learning goals in Higher Education (HE). In this article, a systematic review of literature about sustainable education in HE is conducted to address reflective and cooperative learning. The focus of this systematic review is towards reflective and cooperative learning in HE. A systematic review is Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). A total of 26 articles related found in two databases, Scopus and Web of Science (WoS) after being screened and later, exclusion and inclusion criteria were applied to the selected articles for this systematic review article. The results revealed that reflective and cooperative learning has inter-disciplinary connections because both approaches always being integrated together which fosters transformative learning that can improve the effectiveness of the input given by the HE educators. Future research can be conducted about both strategies in English Language as there are limited research done about integration of both learning strategies.
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