Abstract:

Objectives:
Psychological safety is increasingly recognized as a key condition for effective collaborative learning in higher education and professional training. However, existing research remains fragmented regarding how different conditions interact to foster psychological safety and how this supports learning processes. This study aims to (1) identify key antecedents of psychological safety in collaborative learning environments, and (2) conceptualize its role as a mechanism that enables participation, reflection, and knowledge development.

Methodology:
This study applies a structured and transparent literature review design. A targeted search was conducted using predefined inclusion criteria, resulting in the selection of ten peer-reviewed studies published between 2000 and 2025. The analysis systematically synthesizes findings related to antecedents, mechanisms, and learning outcomes, with an emphasis on identifying patterns relevant to collaborative and practice-based learning in educational contexts.

Results:
The findings show that psychological safety develops through the interaction of facilitative leadership or teaching practices, supportive learning climates, collaborative structures, and socio-emotional competencies. Importantly, psychological safety functions not only as a condition but as an enabling mechanism for learning by reducing interpersonal risk. This supports student engagement in asking questions, sharing ideas, experimenting, and engaging in collective reflection. The analysis further indicates that psychological safety mediates the relationship between learning environment design and meaningful learning processes.

Conclusions:
This study highlights psychological safety as a key mechanism for designing effective collaborative learning environments. The findings provide practical implications for educators and instructional designers, emphasizing the need to structure learning activities that promote trust, participation, and reflective dialogue. Integrating psychological safety into teaching practice can support deeper learning, student engagement, and the development of adaptive competencies. At the same time, the study underlines the importance of balancing openness with clear expectations and academic accountability.

Keywords:

Psychological safety, education, development.