17 Exploring Creative and Innovative Teaching and Learning Strategies Embracing ePortfolios in Higher Education: The Case of one University in Lesotho
Mankopane Justina Lebona, Mahlompho Retselisitsoe Tsiane,
Matsokolo Maria Ramokoena, and Mamello Matumelo Leboko
National University of Lesotho
ABSTRACT
Globally, the education system emphasises the importance of creative and innovative teaching and learning strategies, particularly in this digital era. Literature also suggests that ePortfolios play a crucial role in driving the effective implementation of these strategies. Given the challenges and opportunities posed by the COVID-19 pandemic, the adoption of teaching and learning strategies that are not restricted to physical meetings has gained traction. Furthermore, the huge advancements in technology and the functionality of ePortfolios towards the development of competencies imply a need to explore strategies that harness ePortfolios. This qualitative study therefore sought to explore creative and innovative teaching and learning strategies – used by lecturers – which embrace ePortfolios. The study is underpinned by the constructivism and connectivism theories and was conducted at one university in Lesotho. The participants comprised four lecturers from one institute in the university who were all purposively and conveniently selected. Open-ended questionnaires were used as tools for data generation, and thematic analysis was deployed as a means of analysing data. The findings reveal that whereas the lecturers were well aware of the pedagogical ePortfolio-embracing approaches, they did not exclusively identify certain specific strategies as the sole enablers of the integration of ePortfolios. However, the emphasis was on the strategies that encourage learner-centred approaches and the development of competencies. The findings indicate that ePortfolios present several opportunities, including enhanced student engagement, authentic assessment practices, and the development of 21st-century competencies and skills. However, challenges have also been reported, such as unfamiliarity with ePortfolios, technical difficulties in navigating certain platforms, increased workload, and constraints imposed by traditional practices.
Keywords: ePortfolio, Pedagogy, Teaching-strategies, Innovative teaching, Creative teaching
INTRODUCTION
The rapidly evolving global landscape has heightened the need for higher education institutions to cultivate students with the competencies and skills necessary to navigate and address the challenges of the 21st century (Lu, 2021). Lu further emphasises that beyond discipline-specific knowledge, employers increasingly demand 21st-century skills such as critical thinking, innovation, problem-solving, and adaptability, especially in the face of recent global disruption. To equip students to meet these demands, higher education institutions (HEIs) need to integrate real-world experiences into the development of discipline-specific knowledge. In striving to realise this vision, it becomes essential for lecturers to adopt creative and innovative teaching and learning strategies that leverage technology effectively. This shift reflects a broader transformation in the global education landscape, which continues to be shaped by the development of competencies driven by advancements in technology and artificial intelligence, as well as emerging challenges such as the COVID-19 pandemic (Chandraja et al., 2024; Razali & Nasri, 2023). Consequently, in this era of rapid change and uncertainty, the central focus of education is increasingly on cultivating digitally resilient individuals who can thrive in dynamic and unpredictable environments.
Recently, ePortfolios seem to have gained considerable traction in the global education landscape, particularly in the higher education sphere. Modise and Mudau (2022) underscore that at the heart of “every ePortfolio is evidence of the student’s knowledge-in-use that denotes the achievement of desired levels of competency through active learning” (p. 8). As Scully et al. (2018) observe, the implementation of ePortfolios in higher education is mainly aimed at enhancing autonomous self-reflective learning, transforming the way the subject matter is taught and learned, and documenting the competencies acquired in preparation for future employment. In other words, ePortfolios serve as a valuable tool for collecting tangible proof of students’ skill development aligned with career readiness. However, Modise and Mudau (2022) highlight that the adoption of ePortfolios as one of the educational technologies in developing countries is confronted by challenges associated with internet accessibility, coupled with a lack of digital literacy, electricity, and connectivity. Among these factors, scholars would argue that the lack of digital literacy is one challenge that education systems have the capacity to address. There is, therefore, a need for the adoption of creative and innovative pedagogical approaches that could enhance the development of not only digital literacy but also resilience among students, thereby equipping them for the demands of a rapidly evolving educational landscape.
In the context of Lesotho, Makumane (2024) posits that Learning Management Systems (LMS) were introduced in 2010 at the National University of Lesotho (NUL). However, lecturers – particularly digital immigrants – resisted the adoption of digital platforms in teaching, as it conflicted with their established reality of face-to-face physical classes. Makumane (2024) further asserts that the emergence of the COVID-19 pandemic led to the compulsory use of LMS by both digital immigrants and digital natives. However, the lack of clear guidelines resulted in challenges regarding the effective utilisation of LMS in teaching and learning. Additionally, regarding students’ digital literacy, Mahao and Chere-Masopha (2025) found that students struggle with digital literacy skills. The researchers further noted that digital illiteracy among students suggests some institutions in Lesotho do not effectively cultivate digital literacy, despite the integration of technological tools in certain modules. This implies that clear guidelines or frameworks on how to effectively incorporate these tools in teaching and learning may still be lacking, as observed by Makumane (2024).
In an endeavour to mitigate the aforementioned challenges, the Centre for Teaching and Learning (CTL) – at the university where this study was conducted – offers an online Postgraduate Diploma in Higher Education (PGDHE). Among other objectives, the programme aims to enhance professional development in e-learning. Additionally, it incorporates the submission of a portfolio, which participants develop throughout the semester and submit at the end as a final assessment (NUL, 2025). Against this backdrop, this study seeks to explore innovative and creative teaching strategies that leverage the use of ePortfolios.
Statement of the Problem
In response to the challenges and opportunities presented by the COVID-19 pandemic, there has been a significant shift toward teaching and learning strategies that extend beyond traditional face-to-face instruction. Furthermore, the huge advancements in technology and the functionality of ePortfolios in both distance learning and blended teaching and learning imply a need to explore strategies that harness ePortfolios. However, based on contextual factors, ePortfolio strategies may be unique to different institutions but need to be premised on strong pedagogical underpinnings (Walland & Shaw, 2022) with a view to developing the envisioned 21st-century student, particularly in the face of recent global disruptions. Several studies have examined the use of ePortfolios in teaching, learning, and assessment, along with the opportunities and challenges associated with their implementation. However, to the best of our knowledge, no study has specifically explored teaching and learning strategies that incorporate ePortfolios while accounting for the cultural and educational context of Lesotho as a developing country. This study, therefore, aims to explore creative and innovative teaching and learning strategies that integrate ePortfolios in higher education.
Research Questions
- What creative and innovative teaching and learning strategies are employed by lecturers to integrate ePortfolio for effective teaching and learning in higher education?
- How do ePortfolios impact the teaching methodologies adopted by lecturers in higher education?
- How does the cultural and educational context of Lesotho influence the adoption and effectiveness of ePortfolios?
LITERATURE REVIEW
Defining ePortfolios
Scholars define ePortfolios in various ways, leading to some confusion due to their differing uses and purposes across different contexts. However, most agree that ePortfolios can be understood through three primary approaches: as a process, as a product, or as a combination of both (Mudau & Modise, 2022; Syzdykova et al., 2021). Those who view ePortfolios as dual in nature argue that they serve two key purposes. First, as a process, ePortfolios function as tools that enhance active student engagement and assessment. Scholars emphasise that a broader approach to ePortfolios involves using them to foster student participation in learning through reflective activities. Activities typically focus on hands-on engagement, encouraging learners to create something tangible to showcase their understanding. Activities may also involve presentations to illustrate key concepts learned or require learners to solve specific real-life problems, reinforcing practical application and deeper understanding. Richards (2005) additionally posits that the reflective nature of this process enables learners to identify their strengths and challenges, diagnose areas for improvement, and propose strategies to overcome these difficulties.
Second, as a product, ePortfolios represent a thoughtful compilation of students’ work at the end of a learning activity. This means using various digital media forms such as videos, audios, hyperlinks, and blogs. In addition, learners organise, present, and share their achievements with peers and educators, showcasing the skills and competencies they have developed throughout their educational journey (Modise & Mudau, 2021). What can be deduced is that the dual nature of ePortfolios reflects their role as both a process and a product in education. This perspective highlights ePortfolios as tools that enhance two of the most important processes in education: learning and assessment, which cannot be divorced from each other. Viewing ePortfolios in this way underscores their ability to facilitate meaningful student engagement while simultaneously serving as an evaluative instrument in educational settings. Emphasising this view, El-Senousy (2020) posits that “ePortfolio is a work-centred activity that emphasises the need to evaluate learning in its course rather than separating the calendar from learning and not focusing solely on what students have already learned from the knowledge acquired” (p. 49).
On the other hand, some scholarly literature suggests that the concept of ePortfolio can be examined as two distinct components: process and product. As a process, it aligns with the first part of the previously discussed approach, focusing on reflective learning, student engagement, and continuous self-assessment. As a product – on the other hand – it corresponds with the second part of the approach, focusing on the compilation and presentation of students’ work. In this interpretation, the process and the product are treated as separate educational processes rather than an integrated system (El-Senousy, 2020). Given this understanding of how scholars define ePortfolios, it is also important to explore the literature on their relevance within the educational landscape.
In view of the evolving circumstances and emerging issues, scholars advocate for the integration of ePortfolios as an innovative response (Modise & Mudau, 2021; Yang & Wong, 2024). What then are the most innovative and creative pedagogies that effectively incorporate ePortfolios? Scholars have extensively researched pedagogical approaches that integrate technology, enhance student engagement, and leverage ePortfolios as effective tools.
Creative and Innovative Pedagogies
Scholars emphasise that innovative pedagogies play a crucial role in preparing learners for success in a rapidly evolving world. Consequently, several scholars have conducted studies to explore pedagogical innovations and their impact on educational outcomes (Chandraja et al., 2024; Razali & Mohamad Nasri, 2023; Seechaliao, 2017). For instance, Chandraja et al. (2024) conducted a qualitative study aimed at examining the integration of innovative pedagogies in modern classrooms and their influence on educational outcomes. The findings of the study highlight experiential learning, project-based approaches, collaborative initiatives, and technology integration as innovative methods. Similarly, a study conducted by Razi and Mohamad Nasri (2023) reported fifteen teaching strategies, which were broadly categorised as follows: technology-enhanced learning, student-centred and interactive learning, blended and flexible learning, and creative and design-oriented approaches. These methods effectively enhance individualised and autonomous learning, which is essential in the 21st century – an era shaped by ubiquitous technology.
Additionally, with regard to the impact of creative and innovative pedagogical strategies on educational outcomes, Chandraja et al. (2024) report that these pedagogical strategies enhance critical thinking and problem-solving skills, consequently equipping learners with competencies needed for the modern world. The results correspond with the findings by Razali and Mohamad Nasri (2023), which also indicate that these innovative approaches positively impact learners in several ways, including higher engagement and better comprehension, improved problem-solving and teamwork skills, and increased retention.
In the light of the above researchers’ findings, it can be deduced that innovative pedagogies require a shift in terms of the provision of education that prioritises skill development for true ownership of knowledge. This shift entails the intentional adoption of participatory teaching approaches designed to enhance critical thinking, problem-solving, and collaborative skills in learners.
Building on the emphasis by various scholars that has just been discussed, along with various factors previously highlighted, ePortfolios have emerged as a highly regarded innovation in higher education. They are increasingly upheld as an essential tool, gaining widespread recognition for their transformative impact. Moreover, ePortfolios appear to be extensively adopted by higher education institutions, particularly in the Western world. However, as indicated in the introductory section of this study, the adoption of this innovative tool does not appear to be widespread across most African institutions. Those that have implemented it often encounter challenges related to internet accessibility, limited digital literacy, unreliable electricity supply, and connectivity issues (Modise et al., 2022). The following section explores literature on the inclusion of ePortfolios in the education system, examining the challenges they present as well as the opportunities they offer.
ePortfolios in Higher Education: Pedagogical Impact, Challenges and Opportunities
The ePortfolio is currently an important topic for most HEIs due to its innovative and transformative role. Consequently, several scholars have conducted studies to explore, among other aspects, the opportunities and challenges associated with its integration into the education system (Hotzman, 2006; Lukitasari et al., 2020; Modise & Mudau, 2021; Seechalio, 2017; Yang & Wong, 2004). This current study aims to gain deeper insight into these challenges and opportunities, with particular attention to their impact on teaching methodologies and the broader educational landscape, highlighting how pedagogical approaches evolve in response to shifting demands.
ePortfolios have emerged as transformative tools in education, prompting a shift from traditional lecture-based instruction to more learner-centred approaches. Holtzman (2006) emphasises how the integration of ePortfolios fosters student engagement, reflective learning, and continuous feedback, encouraging collaboration and technological integration. Lukitasari et al. (2020) further explored their role in biological concept understanding, highlighting their ability to promote participatory learning, student autonomy, and self-regulation, though weaker students often require additional support, thus increasing instructor workload. Similarly, Yang and Wong (2024) identified instructional design challenges in higher education, noting that the transition to learner-focused methods creates difficulties for educators. Modise and Mudau (2021) examined ePortfolios in distance learning within developing countries and found that they support self-directed learning and critical thinking while also facilitating continuous assessment and meaningful feedback. However, their study also acknowledged implementation challenges such as internet connectivity issues and plagiarism concerns.
Generally, the literature underscores the dual nature of ePortfolios; they enhance active learning, student engagement, and authentic assessment while simultaneously posing technological, pedagogical, and logistical challenges. To maximise their effectiveness, institutions must address digital literacy gaps, resistance to change, and faculty workload concerns, ensuring adequate support mechanisms for both instructors and students. In cognisance of the challenges confronted by the integration of ePortfolios in teaching and learning, this study sought to explore the creative and innovative teaching and learning strategies that effectively embrace ePortfolios in one university in Lesotho. Notably, to the best of our knowledge, no study in Lesotho has specifically explored innovative and creative strategies for integrating ePortfolios, including their challenges and opportunities.
THEORETICAL FRAMEWORK
In view of the purpose of the study, constructivism and connectivism theories were employed as complementary theoretical frameworks to provide a holistic understanding of teaching and learning through ePortfolios.
Constructivism Theory
Constructivists view learning as the active construction of personal meaning, shaped by learners’ experiences and interactions with peers and teachers. Learners, as active agents, discover and transform information through reflection and abstraction, integrating prior knowledge with new insights (Bada, 2015; Narayan et al., 2013). The theory emphasises that meaning-making is influenced by cultural background, interests, and perspectives, reinforcing the importance of collaborative learning, experimentation, and real-world problem-solving (Bada, 2015).
Given that ePortfolios are characterised by student-centred learning, encouraging self-reflection and integration of prior knowledge, constructivism serves as a foundational framework. It provides a lens for analysing teaching strategies, focusing on how teaching and learning is viewed by lecturers. However, constructivism primarily emphasises individual knowledge construction and reflection, without fully accounting for technology as a learning medium or learning through networks, which are central to ePortfolios. To address this gap, connectivism theory was incorporated.
Connectivism Theory
Connectivism theory acknowledges that society is rapidly evolving, becoming globally connected through technological advancements (Duke et al., 2013). The theory emphasises the ability to establish and maintain connections between sources of information, fostering lifelong learning as a core literacy skill (Duke et al., 2013; Keller, 2019). In an era of fluid knowledge, Keller (2019) highlights that maintaining these connections enables students to remain current on any topic.
Connectivism values the role of networks and technology, asserting that learning occurs through distributed knowledge across digital platforms. This makes the theory highly relevant to the study, as ePortfolios integrate technology and collaboration, supporting the development of 21st-century skills. EPortfolios facilitate continuous, self-directed learning and networked knowledge-building, aligning with the principles of connectivism.
By combining constructivism and connectivism, this study embraces both personal knowledge construction and networked learning. Constructivism provides insights into how learners engage with content, while connectivism highlights how technology and networks enhance learning. Together, these theories offer a comprehensive framework for understanding ePortfolios as dynamic teaching and learning tools that foster reflection, collaboration, and technological integration.
METHODOLOGY
Premised on the interpretivism paradigm, this study adopted a qualitative approach to data generation and analysis to build an in-depth understanding of lecturers’ awareness of creative and innovative teaching and learning strategies that embrace ePortfolios at one university in Lesotho (Leedy & Ormrod, 2014). As a case study, it aims to solicit lecturers’ views concerning the use of ePortfolios. Qualitative case studies are generally seen as naturalistic, as they allow researchers to investigate phenomena in their natural settings (Babbie et al., 2001). Therefore, in this study, we explore the innovative and creative pedagogical practices of lecturers that integrate ePortfolios within the unique context of one university in Lesotho, where this implementation naturally unfolds.
Participants and Data Generation
The university was conveniently selected as the site for this study. The study population comprised lecturers at the university, while the sample consisted of ten lecturers from a single institute within the university. However, we managed to access only four participants’ responses. These lecturers were purposively selected based on specific criteria: they offered courses online and had already begun integrating ePortfolios into their teaching within their respective courses. Given the qualitative nature of this study, the small sample size allowed for an in-depth exploration of the lecturers’ experiences, uncovering valuable insights into how ePortfolios enhance learning engagement, assessment strategies, and overall pedagogical effectiveness within the online courses they facilitate (Cresswell, 2012).
To generate data, open-ended questionnaires were used as research tools. These questionnaires were considered appropriate because they allowed participants to freely express their experiences and perspectives, enabling a deeper understanding of how ePortfolios influence course delivery, student interaction, and reflective learning practices—insights that might otherwise be constrained by structured questionnaires (Cresswell, 2012).
Data Analysis
The data generated from the open-ended questionnaires was analysed using thematic analysis involving the six steps, which—according to Braun and Clarke (2006) – include getting familiar with the data by reading the questionnaires once they have been completed, creating codes, finding themes, reviewing themes, naming themes, and writing up the findings. This technique was helpful in identifying important patterns and ideas related to the use of ePortfolios in this particular university. The following themes emerged from the data: (1) ePortfolio as a process and as a product, (2) collaborative and practical tasks in ePortfolio, (3) the impact of ePortfolio on teaching and learning strategies, and (4) opportunities and challenges influenced by ePortfolio.
According to Braun and Clarke (2006), thematic analysis can be divided into two levels of themes, namely, Semantic and Latent. Braun and Clarke (2006) further distinguish these levels by stating that in the semantic level, the analyst is not looking for anything beyond what a participant has said or what has been written, while in the latter, the analyst digs beyond what has been said and looks for underlying assumptions and ideologies. This present study subscribes to the latent level as it seeks to unpack and understand the practices of lecturers at one university in Lesotho – as far as innovative teaching and learning strategies that involve the use of ePortfolios are concerned – with the aim of forming an opinion.
Ethical Considerations
In an attempt to consider all relevant ethics, the letter, which sought permission for data generation and clearly stated the purpose of the study, was sent to the concerned department. The letter assured participants of confidentiality and anonymity. Pseudonyms – coded P1, P2, P3 and P4 – were used in place of the real names of participants when reporting. Additionally, any information that could reveal the real identity of the participants and the site of the study was kept confidential; hence, the study site was just referred to throughout as one university in Lesotho.
Trustworthiness
Since four researchers participated in this study, we ensured coding accuracy by regularly reviewing each other’s work and making refinements where necessary. We consistently reviewed and confirmed our data interpretations together, maintaining the quality and validity of our findings (Hamilton, 2020).
DATA ANALYSIS, FINDINGS, AND DISCUSSION
The findings of this research are organised according to the identified themes.
Creative and Innovative Teaching and Learning Strategies Employed by the Lecturers
EPortfolio as a Process and as a Product
The participants recognised the ePortfolio as both a learning and assessment tool. P1 described it as “a learning tool rather than just a grading tool,” while P3 viewed it primarily as a summative assessment mechanism. P2 emphasised its dual function, explaining that the ePortfolio is developed progressively throughout the course and ultimately submitted for final assessment.
The dual role of ePortfolios is further reinforced by the participants’ emphasis on learner-centred approaches. They highlighted teaching and learning strategies such as practical tasks, hands-on experiences, presentations, and reflective exercises as effective methods for integrating ePortfolios into instruction. P4 supported this by noting that ePortfolios are “effective in a student-centred learning environment where students are able to reflect on their learning experiences.” Similarly, P1 pointed out that students are given practical tasks that not only enhance their learning but also enable them to demonstrate their capabilities. However, it is worth noting that even though the aforementioned roles of ePortfolio have been identified, the participant explicitly stated that the type of ePortfolio they use is specifically referred to as a portfolio of evidence.
While presentations were explicitly identified as a key strategy for integrating ePortfolios, the participants collectively underscored the importance of learner-centred approaches, describing them as innovative and effective teaching methods that align well with ePortfolio integration. Moreover, personalised instruction emerged as a valuable strategy, allowing students to reflect on their growth, take ownership of their progress, and provide tangible proof of their competencies.
Collaborative and Practical Tasks in ePortfolios
Participants emphasised the role of collaborative and practical tasks in making ePortfolios effective teaching and learning tools. They noted that encouraging students to maintain an e-journal fosters continuous reflection throughout the course. Furthermore, students engage in activities that enable them to showcase their competencies, such as collaboratively developing a paper on Google Docs or delivering presentations. P1 explained:
Students are encouraged to reflect continuously while maintaining an e-journal. They also complete practical tasks that help them develop and demonstrate their capabilities.
Moreover, some participants highlighted the significance of applying acquired knowledge to real-world professional contexts. P3 echoed this sentiment, stating, “The strategy I found effective is individualism and applying content acquired to one’s job.” This approach to ePortfolios integrates collaboration, reflection, and practical application, reinforcing their effectiveness in student-centred learning environments. With regard to the digital tools and platforms that enhance the use of ePortfolios in their institution, the participants identified Google Workspace, Turnitin, LMS, Zoom, and e-journaling. Based on the participants’ responses, it can be inferred that the lecturers support both constructivism and connectivism theories of learning, emphasising active knowledge construction and the integration of digital networks in the learning process.
The teaching and learning strategies emphasised by the participants corroborate the findings by Hotzman (2006), Lukitasari et al. (2020), and Modise and Mudau (2021), who highlight the significance of strategies that support learner-centred approaches and competency development. Even though ePortfolios gained widespread use during the COVID-19 pandemic, their inherent nature adopts teaching and learning strategies that promote competency development while also fostering essential 21st-century attributes such as adaptability and resilience, as participants navigated evolving digital learning environments and collaborative demands.
Moreover, since no specific strategies have been exclusively identified as the sole enablers of ePortfolio integration, their successful implementation largely depends on educators’ innovation and creativity. This flexibility allows educators to adapt to associated challenges while leveraging ePortfolios to enhance learning experiences and skill development. In this context, the adaptable nature of teaching and learning strategies that incorporate ePortfolios not only fosters pedagogical innovation but also cultivates essential competencies such as digital resilience and lifelong learning. As Garista and Pocetta (2014) emphasise, digital resilience involves the capacity to cope with digital challenges while transforming adversity into opportunities for growth. By embracing ePortfolios as dynamic, learner-centred tools, educators empower students to engage reflectively with digital environments, thereby nurturing the very resilience and adaptability that lifelong learning demands in an increasingly complex digital age.
The Impact of ePortfolios on Teaching and Learning Strategies
The participants emphasised the importance of methods of teaching that facilitate the application of content to real-world contexts, highlighting the significance of meaningful learning processes and authentic assessment. P2 stated that the use of ePortfolios “directs teaching and learning towards authentic assessment-oriented strategies.” Similarly, P3 explained that in teaching and learning, “understanding each student’s needs and interests is crucial.”
As previously noted, the participants underscored that integrating ePortfolios influences lesson design by fostering competency development and aligning teaching strategies with the knowledge and skills required by various industries. P3 further emphasised that “lessons are now designed to support competency development rather than just content coverage.”
These findings suggest that the integration of ePortfolios reshapes instructional design, shifting from teacher-centred approaches to transformative, learner-centred strategies. This transition aims to cultivate HEI graduates who are well-equipped to meet the demands of the professional market and adapt to evolving circumstances. The study’s findings, therefore, align with previous research discussed in the literature section (Hotzman, 2006; Lukitasari et al., 2020; Modise & Mudau, 2021; Seechalio, 2017; Yang & Wong, 2004).
Opportunities and Challenges Influenced by ePortfolio
The inclusion of ePortfolios in teaching programmes presents several opportunities, particularly in enhancing student engagement, authentic assessment practices, and competency development. Participants in this study emphasised the value of ePortfolios in fostering digital literacy, critical thinking, problem solving, presentation skills, knowledge construction, and reflective learning.
Participants shared various perspectives on the role of ePortfolios:
P1: Portfolios provide students with a means to document their learning beyond course completion, enhancing competencies and employability.
P2: ePortfolios support authentic and developmental assessment, reflection, and e-journaling.
P3: They serve as a powerful tool for competency and skill development.
The most commonly highlighted skills included critical thinking, problem solving, digital literacy, collaboration, communication, creativity, and self-management. Participants emphasised the role of ePortfolios in aligning skills to career needs, fostering innovation, and demonstrating real-world competencies. These findings reinforce existing research by Modise and Mudau (2021) and Lukitasari et al. (2020), which highlight the ability of ePortfolios to enhance self-directed learning, facilitate continuous assessment, promote student engagement, and provide meaningful feedback.
Challenges
In explaining the challenges they experienced in integrating portfolios, participants in this present study indicated being unfamiliar with the ePortfolio, facing technical challenges in navigating some platforms, and dealing with an increased workload. The workload concern was noted not only for students but also for facilitators, who are responsible for guiding students through the learning process and conducting multiple tutorials.
For instance, P1 said:
Given that most people experience portfolios for the first time, especially with the PDGHE programme, many students take rather a long time to comprehend portfolios fully. This leads to a delay in compiling the report, which can lead to low-quality reflections. Moreover, most students have not used some of the cloud services required to compile the artefacts. This requires a number of tutorials to get them acquainted with the systems.
This response suggests that ePortfolios, despite their potential benefits, are not yet fully integrated into the institution’s teaching framework. The steep learning curve for students means that facilitators must dedicate additional time to providing structured support, though this increases their workload. The need for extensive tutorials indicates that the institution still relies on traditional methods rather than fully leveraging the potential of ePortfolios as intuitive and self-directed learning tools. This suggests that without adequate preparation and institutional support, ePortfolios may function more as rigid assessment tools rather than dynamic platforms for deeper student engagement and skill development. Moreover, the difficulties in integrating ePortfolios suggest that learners are not yet fully encouraged to construct their own understanding through exploration and reflection. Instead, the structured nature of tutorials suggests a reliance on instructor-led facilitation rather than an autonomous, constructivist learning experience despite the connectedness enabled by networks and technology. These findings are in line with Lukitasari et al. (2020), who also indicate digital literacy challenges among students academically, leading to increased workload as one of the challenges emanating from being unfamiliar with the tool. Similarly, Yang and Yong (2020) highlight instructional design challenges.
Moreover, other challenges suggest that ePortfolios are limited by traditional approaches and are not yet fully effective. For example, P4 said, “Institutions rely on mainstream/traditional types of assessment; hence, the intended competencies and skills are overridden.” In a similar vein, P3 echoed, “By strategically using portfolios, students can develop holistic competencies that go beyond traditional exams and assignments.” While this highlights the potential benefits of ePortfolios, it also implies that the current implementation does not fully capitalise on their advantages.
Further, P4’s response on strategies to improve portfolio implementation indicates ineffectiveness in the current approach:
…completion of different portfolio sections at specified times. In practice, this means different parts of the portfolios are completed to encourage students to reflect throughout the course, not at the end and in a hurry.
This response suggests that ePortfolios are currently structured in a rigid, institution-imposed manner rather than allowing a flexible, learner-driven approach. While scheduled completion may help with continuous reflection, structured timing may limit the full potential of ePortfolios in fostering self-directed learning, deeper engagement, and personalised experiences. From a connectivist perspective, this structure does not fully leverage the potential of digital networks in fostering knowledge acquisition and collaboration. Connectivism posits that learning in the digital age is distributed across networks, and students should actively engage with technology to form meaningful connections and construct knowledge dynamically (Duke et al., 2013). The prescribed scheduling and structured use of ePortfolios suggest that institutional constraints hinder students from fully utilising networked resources for a richer learning experience.
These findings indicate that the current implementation of ePortfolios still reflects traditional educational practices, where rigid assessment structures and institutional constraints prevent their full adoption as dynamic learning tools. Without more flexible integration, ePortfolios risk functioning as mere extensions of traditional assessment methods rather than unlocking their full potential in competency development, student engagement, and reflective learning. This further highlights the gap between constructivist and connectivist learning theories and actual portfolio implementation. While ePortfolios inherently support learner autonomy, continuous reflection, and digital interaction, their current use remains largely structured, preventing students from fully leveraging their potential as tools for networked learning and active knowledge construction. These findings corroborate Yang and Wong (2024) and Makumane (2024), who highlight technological and instructional design challenges that conflict with lecturers’ traditional teaching practices.
CONCLUSION
The findings clearly indicate that ePortfolios serve a dual function: both as dynamic learning tools and authentic assessment mechanisms. Participants consistently highlighted that when ePortfolios are integrated with learner-centred strategies, they promote practical tasks, hands-on experiences, reflective exercises, and collaboration. This dual utility enables students not only to document their progress but also to align their competencies with the demands of real-world professional contexts. Moreover, the use of digital tools (for instance, Google Workspace, Turnitin, LMS, Zoom, and e-journaling) supports both constructivist and connectivist approaches, thereby encouraging active knowledge construction and continuous reflection. In light of their multifaceted role in fostering engagement, reflection, and real-world readiness, we argue that ePortfolios play a critical part in cultivating digital resilience and lifelong learning.
However, despite the evident benefits, several challenges persist. The steep learning curve – associated with ePortfolios, limited digital literacy, technical hurdles, and increased workload for both students and educators – underscores the need for improved structural support. These challenges suggest that without systematic institutional backing and innovative instructional design, ePortfolios risk being implemented in a predominantly traditional, teacher-led framework rather than fulfilling their potential as tools for transformative, learner-driven education.
Although this study focuses on a specific university context, these findings are not relevant to the university studied only but could also be for educators and decision-makers in other contexts. They show how tools like portfolios can help students become more flexible, independent learners—especially in times of change and uncertainty.
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AUTHORS
Mankopane Justina Lebona is a lecturer at the National University of Lesotho in the Department of Language and Social education, specialising in Business Management and curriculum studies. She holds both Bachelor’s and Master’s degrees in commercial subjects from NUL and has extensive teaching experience at high school and AS/A Level. Her research focuses on curriculum development in Business Studies, Accounting, and Entrepreneurship Education, with a keen interest in creative and innovative pedagogies.
Email: mankopanelebona@gmail.com
Mahlompho Retselisitsoe Tsiane is a lecturer in the Department of Language and Social Education at the National University of Lesotho. She specializes in teaching Business Accounting and Curriculum Studies in Accounting, with a strong focus on bridging theoretical knowledge and practical pedagogy. Her research interests center on curriculum development in Accounting education, the nature of Accounting knowledge, and innovative pedagogical approaches that enhance teaching and learning in the discipline.
Email: mahlomphotsiane@gmail.com
Matsokolo Maria Ramokoena is a Sesotho Education lecturer in the Department of Language and Social Education in the Faculty of Education at the National University of Lesotho. She graduated with a first degree in African languages and the English language at theNational University of Lesotho. She taught in various high schools in Lesotho where she gained her experience in language teaching. As a high school teacher M. M. Ramokoena dealt with both Sesotho as the first and English as the second language. She further obtained a Master’s degree in Sesotho Education. She teaches courses in Sesotho education and curriculum studies at the National University of Lesotho. She has worked with different teacher associations of both languages. Currently, she remains a member of the Sesotho Teachers’ Association. Her research interest includes language contact. M. M. Ramokoena is passionate about the usage of proper Sesotho and conserving the culture of Basotho. She is particularly interested in language attitudes, in particular, negative attitudes of today’s youth towards their native African languages and ways that can be used to curb such attitudes where they occur so that such languages are not faced with the danger of extinction and code-switching.
Email: mankoramokoena@gmail.com
Mamello `Matumelo Leboko holds MSc in Financial Mathematics and is currently doing Postgraduate Diploma in Higher Education. She is a Mathematics Lecturer in the Department of Mathematics and Computer Science at the National University of Lesotho, teaching applied Mathematics courses. Guided by a learner-centred teaching philosophy that values innovation, reflection, and digital engagement, she is committed to enhancing Mathematics education in higher education. Her research interests include pedagogical strategies for the digital age and advanced applications of differential equations in Financial Mathematics.
Email: mmatumyl@gmail.com
