The evidence cited suggests micro-level reflective activities (e.g., microteaching feedback, structured reflective practice) may support pre-service teachers’ self-reflection in some Kenyan settings, but it does not establish a statistically significant improvement in a defined, validated “reflective competence” outcome across Kenyan pre-service teachers. Much of the Kenya-specific support is perception-based or limited in scope, and several stronger studies are non-Kenyan or address different outcomes.