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In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

The purpose of this paper is to look at the potential synergies between tourism and landscapes and examine the potential contribution of tourism to build social-ecological resilience in the Dutch Wadden.

The authors reveal how a social-ecological systems perspective can be used to conceptualize the Wadden as a coupled and dynamic system. This paper is a conceptual analysis that applies this approach to the Dutch Wadden. The data used for the inquiry primarily comes from a literature review.

The authors argue that the social-ecological systems perspective is a useful approach and could be used to improve the governance of multi-functional socio-ecological systems in coastal areas. Opportunities for synergies between tourism and landscapes have been overlooked. The authors consider that tourism and nature protection are potentially compatible and that the synergies should be identified.

This paper is only a conceptual application rather than an empirical case study. Further research to actually apply the methodology is needed.

Managers of protected areas should consider applying a social-ecological systems approach.

The views of a wide variety of stakeholders should be considered in landscape planning.

The value of this paper lies in the articulation of the social-ecological systems perspective as a way to identify and understand the complex interactions between tourism and landscape, and the potential synergies between them.