In one of my teaching practices during a course on digital communications, students were assigned a project where they had to recreate a media product — such as an Instagram story, a short ad, or a branded post — modeled after real campaigns by well-known brands. They were then asked to transform it with their own concept and follow up with a critical reflection. This process clearly embodied a dynamic interplay of mimesis, synthesis, and reflexivity.

In the first stage — mimesis — students imitated the form and style of the original media content. This allowed them to "step into the shoes" of professional creators and internalize the logic of visual language and media composition.

Next came synthesis, where they reinterpreted and reshaped the borrowed material to suit their own themes and target audiences. The outcomes combined familiar techniques with the students’ individual voices.

Finally, they engaged in reflexivity through written reflections: analyzing why they chose a certain format, what worked, what didn’t, and how their perspective evolved throughout the creative process.

This kind of learning dynamic goes beyond mastering technical tools — it fosters critical thinking, re-evaluation of experience, and conscious creative agency. In this sense, the integration of mimesis, synthesis, and reflexivity makes the educational process truly transformative.