37 The Role of ePortfolios in Developing Digital Literacy Skills for Students in Higher Education
Buhle S. Nhlumayo
University of South Africa
ABSTRACT
The COVID-19 pandemic dramatically accelerated the adoption of digital tools and online learning in higher education. ePortfolios, as digital platforms for collecting and reflecting on students’ work, have become valuable tools in supporting students’ development of digital literacy skills. These skills, encompassing a range of competencies related to using technology to access, manage, and communicate information, are crucial in academic and professional contexts. ePortfolios require students to use various digital tools and platforms (WordPress, Google Sites, or specialized ePortfolio systems), which help them gain proficiency in using digital technologies for academic purposes. This familiarity with different software platforms enhances their ability to adapt to new tools in the future. ePortfolios allow students to integrate multimedia elements into their work, such as images, videos, hyperlinks, and audio recordings. This encourages the development of skills related to media creation and editing, file management, and multimedia communication, all of which are essential in modern digital environments. One of the benefits of using ePortfolios is to encourage self-directed learning for students, thus fostering autonomy for digital literacy by allowing students to explore and experiment with digital tools and technologies at their own pace, leading to deeper engagement and learning. By using ePortfolios, students apply digital tools in practical, real-world contexts. Whether creating multimedia content, collaborating on projects, or managing digital assets, these experiences provide hands-on learning that helps solidify their digital literacy competencies. Adopting a critical literature review, this chapter aims to expound on the role of ePortfolios in developing digital literacy skills for higher education students. This will be achieved by investigating how students can develop critical digital literacy skills needed for their future careers, exploring the advantages of using ePortfolios in higher education, investigating how students can demonstrate and reflect on transferable skills in their ePortfolios, and examining how ePortfolios can support students in post-graduation learning and professional development, especially in fields disrupted by COVID-19 or any other unprecedented crises.
Keywords: digital literacy, ePortfolios, self-directed learning, learning autonomy, digital technologies
INTRODUCTION
The rapid shift to online learning during the COVID-19 pandemic exposed significant gaps in digital preparedness across higher education systems worldwide. Institutions were compelled to adapt swiftly, placing unprecedented demands on both educators and students to engage meaningfully in digital environments. Amid this transformation, the importance of digital literacy, the ability to effectively and critically navigate, evaluate, and create information using a range of digital technologies, emerged as a core competency for academic success and lifelong learning. One promising tool that gained traction during and after the pandemic is the ePortfolio. Traditionally used for assessment and displaying student work, ePortfolios have evolved into powerful platforms for cultivating reflective learning, promoting digital authorship, and supporting personal and professional development. Their role has become even more significant in the post-pandemic context, where digital resilience, the capacity to adapt and thrive in digitally mediated learning environments, has become essential.
This chapter explores how ePortfolios can serve as catalysts for building digital literacy skills in higher education. It examines their pedagogical value, practical implementation, and potential for empowering students to take ownership of their learning in an increasingly digital world. By situating the discussion within the broader context of digital resilience in higher education, the chapter highlights the strategic role ePortfolios can play in fostering not only technical skills but also critical thinking, self-awareness, and adaptability, hallmarks of digitally resilient students. Drawing on current research, case studies, and best practices, the chapter argues that when implemented thoughtfully, ePortfolios serve as tools for teaching, learning, and assessment and as pedagogical instruments that prepare students to thrive in the digital age, thus building on their digital resilience.
DEVELOPING CRITICAL DIGITAL LITERACY SKILLS FOR FUTURE CAREERS
Schwab (2024) describes the Fourth Industrial Revolution (4IR) as the merging of technologies that increasingly blur the boundaries between the physical, digital, and biological worlds, fundamentally transforming how we live, work, and interact. In the context of the 4IR and the rapidly evolving digital economy, the need for critical digital literacy among students has become increasingly urgent. As technologies such as artificial intelligence, big data, and the Internet of Things (IoT) reshape the nature of work, digital competence is no longer limited to technical proficiency. Instead, it encompasses the ability to critically analyse, interpret, and engage with digital content meaningfully and ethically (Pangrazio & Sefton-Green, 2021). This section explores how students can develop the critical digital literacy skills necessary for future career success, focusing on pedagogical strategies, curriculum integration, and institutional support. Hinrichsen and Coombs (2013) indicate that digital literacy involves more than knowing how to use digital tools. It refers to the capacity to question and evaluate digital information, understand how digital systems operate, and recognize the power structures embedded within digital technologies. This includes detecting misinformation, protecting personal data, critically assessing online content, and engaging in ethical digital citizenship. Employers increasingly value these skills as they seek graduates who can adapt to dynamic work environments, communicate effectively in digital spaces, and make informed decisions based on data (World Economic Forum, 2020). Furthermore, the World Economic Forum (2020) indicates that analytical thinking, active learning, and technology use are among the most in-demand competencies in the job market.
Developing critical digital literacy skills should be embedded across all curriculum areas for higher education students. Institutions should integrate digital literacy into humanities, sciences, and vocational training rather than limiting digital skills instruction to Information and Communication Technology (ICT) classes. For example, History class students can critically evaluate online sources’ reliability, while Science students can analyze data using digital tools. Ng (2012) argues that this cross-curricular integration promotes deeper engagement and contextual learning. Studies indicate that project-based learning (PBL) can be used to cultivate critical digital literacy (Loizzo et al., 2018; Nurkholida et al., 2023; Elfarissyah et al., 2023). Through collaborative, inquiry-based tasks, students engage with real-world problems using digital technologies. PBL encourages them to navigate online resources, create digital content, and reflect on their learning processes, all essential components of digital literacy (Livingstone, 2012). In addition to this, teaching strategies should focus on metacognitive awareness. Students should be encouraged to reflect on their interactions with digital content, questioning what they read or share and how algorithms, platforms, and commercial interests shape their digital experiences (Pangrazio & Sefton-Green, 2021).
The Department of Higher Education and Training has the responsibility to provide the infrastructure, resources, and policy support to enable the integration of digital literacy. This includes access to devices, reliable internet connectivity, and updated curricula that reflect the demands of the digital age. In resource-constrained environments, innovative strategies, such as offline digital tools, open educational resources (OERs), and mobile learning, can bridge the digital divide (Walton & Pallitt, 2012). Equity and inclusion must also be central to digital literacy initiatives. Statti and Torres (2020) have observed that students from marginalized communities often lack exposure to digital technologies at home, which affects their confidence and competence at university. Student support through tailored interventions, mentorship programs, and community partnerships can help ensure that students have equal opportunities to develop these essential skills. Critical digital literacy is a foundational competency for students navigating the complexities of future work environments. It enables them to use technology effectively, question its implications, and engage with it responsibly. Dewsbury and Brame (2019) suggest that to develop these skills, students must be supported through an integrated, inclusive approach that involves curriculum reform, innovative pedagogy, teacher training, and systemic investment. As education systems strive to prepare students for the digital economy, fostering critical digital literacy is not optional but essential.
For students in higher education, developing critical digital literacy skills is essential not only for academic achievement but also for long-term career success in a technology-driven world. Pangrazio (2016) indicates that critical digital literacy goes beyond basic technical competence; it involves the ability to question digital content, evaluate the credibility of sources, understand data ethics, and navigate digital spaces thoughtfully and responsibly. Integral to this is the concept of digital resilience, the capacity to adapt to digital disruptions, recover from challenges, and continue learning effectively in changing technological environments. However, Nhlumayo and Pule (2025) argue that, yet many students enter higher education without structured opportunities to develop these competencies. Without critical digital literacy and digital resilience, they risk being overwhelmed by the fast-paced demands of modern workplaces. Therefore, higher education institutions must embed these skills into the curriculum through reflective practices, problem-based digital tasks, and tools like ePortfolios, preparing students to become agile, critical, and ethically minded professionals in a digitally evolving world.
ADVANTAGES OF USING EPORTFOLIOS IN HIGHER EDUCATION
The integration of electronic portfolios (ePortfolios) in higher education has garnered increasing attention as a pedagogical and assessment tool that supports student learning, reflection, and professional development. Lam (2023) defines ePortfolios as digital collections of a student’s academic work and learning experiences, organized and presented using online platforms or software. The author further indicates that there is a three-fold rationale behind using ePortfolios in higher education. First, pedagogical innovations are a key priority in educational reform, and ePortfolios offer a practical and transformative approach to enhancing language teaching. Second, in the digital age, integrating digital media into lesson delivery has become an inevitable and lasting trend. Third and last, ePortfolios and print portfolios have emerged as a significant representation of the assessment for learning movement, promoting student self-regulation through e-assessment feedback and various semiotic resources.
One of the primary advantages of ePortfolios is their ability to promote reflective learning. Through the process of selecting, organizing, and reflecting on their work, students engage in metacognitive practices that enhance self-awareness and critical thinking skills (Lu, 2021). Parkes et al. (2013) add that being able to reflect encourages deeper engagement with course material and facilitates a more personalized learning experience. ePortfolios further support authentic assessment. Unlike traditional examinations, ePortfolios allow for the demonstration of learning through real-world tasks and longitudinal development. This aligns well with outcomes-based education and competency-based approaches, which are increasingly prevalent in higher education (Asbari & Nurhayati, 2024). Moreover, Walland and Shaw (2022) argue that ePortfolios can be tailored to specific disciplinary contexts, making them versatile tools for both formative and summative assessment.
From a career development perspective, ePortfolios serve as valuable showcases of student achievement and professional readiness. Carter (2021) asserts that students can present curated content to potential employers, graduate programs, or professional licensing boards, illustrating both academic accomplishments and soft skills such as communication and project management. Since ePortfolios are of a portable and digital nature, they further enhance their utility in the modern job market. Furthermore, ePortfolios facilitate increased interaction and feedback between students and faculty. Digital platforms often enable iterative feedback, peer collaboration, and faculty mentoring, thereby supporting more dynamic and responsive learning environments (Mhlongo et al., 2023). These interactions contribute to a sense of community and academic support, which can improve student motivation and retention.
Yang and Wong (2024) state that institutions also benefit from the use of ePortfolios. At a programmatic level, aggregated ePortfolio data can support curriculum review, accreditation processes, and institutional research initiatives. By providing evidence of student learning outcomes and engagement, ePortfolios contribute to the continuous improvement of teaching and learning strategies. The adoption of ePortfolios in higher education offers multiple advantages, which include fostering reflective and lifelong learning, supporting authentic assessment, enhancing employability, encouraging student-faculty interaction, and aiding institutional accountability. As higher education continues to evolve in the digital age, ePortfolios represent a powerful tool for both students and institutions to document, reflect upon, and display learning in meaningful ways.
While ePortfolios offer significant educational benefits, their implementation in higher education is not without challenges. Razo and Blankenship-Knox (2022) assert that one major disadvantage is the digital divide; not all students have equal access to reliable technology, internet connectivity, or digital literacy skills, which can create inequities in participation and performance. Additionally, some students may struggle with the self-directed nature of ePortfolios (Van Wyk, 2017), requiring sustained motivation, technical competence, and reflective thinking skills that are not always explicitly taught. There are also concerns around privacy, data security, and the long-term ownership of ePortfolio content. From the institutional side, Yang and Wong (2024) indicate that inadequate training for staff, lack of integration into curricula, and limited technical support can hinder the effective adoption of ePortfolios. These challenges were particularly evident during the COVID-19 pandemic, when many students and lecturers were forced to adapt quickly to digital tools without adequate preparation. Therefore, higher education institutions have a critical role to play in ensuring that the use of ePortfolios is equitable, pedagogically meaningful, and well-supported. This includes providing digital skills training, embedding ePortfolios into assessment strategies, offering ongoing technical and academic support, and cultivating a culture of digital resilience, enabling both students and staff to navigate technological change with confidence and adaptability.
HOW CAN EPORTFOLIOS ENHANCE AND IMPROVE STUDENTS’ DIGITAL SKILLS IN ONLINE SETTINGS?
The integration of ePortfolios in online education has proven to be a valuable strategy for enhancing students’ digital competencies, a critical skill set in the 21st century. As higher education increasingly shifts toward digital and blended learning environments, there is a growing need to equip students with the ability to navigate, evaluate, and produce digital content effectively. ePortfolios provide a practical and pedagogically sound avenue for developing these digital skills. Ng (2012) asserts that ePortfolios require students to engage with a variety of digital tools and platforms, such as content management systems, multimedia software, and collaborative technologies, which in turn foster digital literacy. Students learn how to organize and present information coherently in a digital format, integrate multimedia elements, and apply basic principles of digital design. As Carter (2021) further indicates, these tasks necessitate technical fluency and critical awareness of the audience, context, and purpose, thereby strengthening both technological and communicative competencies. Furthermore, the process of constructing an ePortfolio promotes autonomous learning and digital self-efficacy. By curating their own content, reflecting on their learning processes, and making decisions about presentation and structure, students develop confidence in their ability to use digital tools independently (Greener, 2015). In online settings, where students often work asynchronously, ePortfolios support self-paced skill acquisition in a low-risk, iterative environment (Rhodes, 2011). Collaborative features of ePortfolio platforms also enhance students’ social and digital collaboration skills. As Zhang and Tur (2023) observe, many ePortfolio systems allow for peer review, feedback, and co-creation, which mirrors digital practices in professional and academic communities. These interactions help students gain familiarity with online communication norms, responsible digital citizenship, and constructive engagement in virtual environments. Afrilyasanti et al. (2025) further assert that as ePortfolios contribute to the development of critical digital literacy, they also enhance the ability to not only use digital tools but also to question, analyze, and reflect on digital content and contexts. As students reflect on their learning and create narratives within their portfolios, they become more critically aware of how knowledge is constructed and represented online (Lam, 2024). The reflection fosters a deeper understanding of the ethical, cultural, and functional dimensions of digital engagement. ePortfolios serve as a multifaceted tool that enhances students’ digital skills by promoting active engagement with technology, encouraging critical thinking, and supporting autonomous and collaborative learning. In online settings, where digital proficiency is both a prerequisite and an outcome, ePortfolios offer an effective means of fostering the digital literacies essential for academic and professional success.
Using the example of the context of teacher education, the use of ePortfolios in online learning environments offers significant potential for developing the digital competencies essential for 21st-century teaching. As schools increasingly integrate technology into the classroom, teacher training programs must ensure that pre-service teachers not only acquire pedagogical knowledge but also develop the digital skills required to design, implement, and reflect on technology-enhanced learning experiences. ePortfolios serve as both a reflective learning tool and a platform for building these essential skills. While fostering digital literacy, Ng (2012) indicates that ePortfolios further engage pre-service teachers in tasks that require them to use digital tools for organizing, presenting, and evaluating their academic and practicum experiences. Van Wyk (2017) states that ePortfolio development in online teacher training programs also nurtures self-directed learning and digital autonomy. As pre-service teachers take ownership of their professional growth; they build confidence in using educational technologies independently.
HOW CAN EPORTFOLIOS SUPPORT STUDENTS IN POST-GRADUATION LEARNING AND PROFESSIONAL DEVELOPMENT?
As observed by Hoven et al. (2021), ePortfolios have gained prominence in higher education as tools that extend beyond academic assessment and into the realm of lifelong learning and professional development. Their ability to document, reflect, and display learning over time makes them particularly valuable for supporting students after graduation as they transition into the workforce or pursue further education. According to Yang et al. (2023), one of the primary ways ePortfolios support post-graduation development is by fostering a habit of lifelong reflective practice. By encouraging students to consistently reflect on their learning experiences, challenges, and growth, ePortfolios cultivate the metacognitive skills necessary for continuous professional learning (Barrett, 2010). Reflective capacity becomes essential in professional contexts where individuals must adapt to evolving demands and technologies (Light, Chen, & Ittelson, 2011).
Moreover, ePortfolios enable graduates to showcase their competencies and professional identity to prospective employers, clients, or academic institutions. They serve as dynamic, personalized records of achievement that go beyond transcripts or resumes, offering evidence of skills such as communication, problem-solving, leadership, and digital literacy (Chaliha et al., 2024). In educational contexts, the flexibility and continuity of ePortfolios make them well-suited for tracking professional learning over time. Cambridge (2010) argues that teachers can document professional development workshops, classroom experiments, student feedback, and lesson revisions, creating a longitudinal record that supports certification, appraisal, and personal goal-setting.
Rhodes (2011) indicates that ePortfolios also facilitate career planning and professional goal setting. Through regular reflection and the organization of accomplishments, students can identify strengths, gaps, and evolving interests, which inform decisions about career pathways, further study, or specialization (Walland & Shaw, 2022). In this way, ePortfolios function as tools for both self-assessment and strategic career development. In addition, ePortfolios promote professional networking and digital presence. Many platforms allow students to share selected portions of their portfolios with peers, mentors, or industry professionals, thereby enhancing visibility and creating opportunities for feedback, mentorship, and collaboration (Rhodes, 2011). Maintaining an ePortfolio encourages graduates to manage their digital footprint thoughtfully and professionally, an increasingly important aspect of career advancement in the digital age (Kelly & Le Rossignol, 2022). Institutions also benefit from ePortfolio use by alumni, as it provides a means of sustaining engagement and tracking long-term learning outcomes. Alumni who continue to use and update their ePortfolios can provide valuable feedback to institutions, contribute to mentorship programs, and serve as exemplars for current students (Yadav, 2024). ePortfolios support students well beyond graduation by promoting reflective practice, enabling professional self-presentation, guiding career planning, and fostering ongoing engagement in learning communities. As the boundaries between formal education and professional life continue to blur, ePortfolios offer a powerful medium for integrating learning and development across diverse contexts.
THE ROLE OF EPORTFOLIOS IN DEVELOPING DIGITAL LITERACY SKILLS IN HIGHER EDUCATION: AN ILLUSTRATIVE CASE FROM UBUNTU UNIVERSITY
Introduction
The integration of ePortfolios into higher education has gained momentum as institutions seek to enhance students’ digital competencies in response to the increasing digitisation of teaching and learning. At Ubuntu University, a public institution in South Africa, a pilot project was introduced in 2021 to explore the role of ePortfolios in developing critical digital literacy skills among undergraduate students in the Faculty of Education. The initiative was also shaped by the aftermath of the COVID-19 pandemic, which had exposed the vulnerabilities of both students and institutions in digitally mediated environments and underscored the need for cultivating digital resilience.
Project Implementation
The ePortfolio project was embedded into teaching methodology and practicum modules. Students were required to curate digital artefacts, including lesson plans, classroom reflections, video demonstrations, peer feedback, and critical commentaries on digital tools for teaching. The ePortfolio functioned as both a learning and assessment tool, enabling students to track their development over the semester. Lecturers were tasked with guiding students through the technical and reflective components of the platform, using rubrics that assessed digital creativity, critical thinking, and reflective depth.
Advantages Observed
The use of ePortfolios yielded several educational benefits. Students reported a growing confidence in using digital platforms, enhanced critical engagement with digital content, and improved ability to communicate ideas using multimedia formats. The structure of the ePortfolio supported metacognitive awareness, encouraging students to think critically about their own learning processes. Importantly, the platform provided a means to develop digital resilience, as students were challenged to troubleshoot technical issues, navigate unfamiliar digital spaces, and adapt to dynamic digital learning environments, skills essential for the 21st-century professional landscape. Furthermore, the ePortfolios served as a bridge to employability, allowing students to showcase their competencies in tangible and creative ways beyond traditional assessment formats.
Challenges and Limitations
Despite the positive outcomes, several disadvantages emerged. A significant number of students, especially those from rural or low-income backgrounds, faced barriers to consistent access, including limited internet connectivity, inadequate digital devices, and low levels of prior digital exposure. These disparities hindered full participation and risked reinforcing existing inequalities in digital learning. In addition, some academic staff lacked confidence in using the ePortfolio platform and were unfamiliar with best practices for integrating digital tools into assessment, leading to inconsistencies in implementation and feedback. The project also revealed that not all students were equally prepared for the self-directed and reflective demands of ePortfolio learning, highlighting the need for scaffolding and ongoing support.
Conclusion and Implications
This case illustrates the dual potential of ePortfolios: as powerful tools for fostering digital literacy and as a reflection of the digital inequalities that persist in higher education. The experience at Ubuntu University emphasises the importance of institutional commitment to digital inclusion, including staff development, technical support, and infrastructure investment. To harness the full value of ePortfolios in promoting both critical digital literacy and digital resilience, institutions must move beyond simply introducing digital tools and toward creating enabling ecosystems that ensure equitable, meaningful, and pedagogically sound integration.
CONCLUSION
This chapter has explored the pivotal role that ePortfolios play in cultivating digital literacy skills among students in higher education. In an era where digital competence is not only an academic necessity but also a critical life and employability skill, ePortfolios offer a multifaceted pedagogical tool that aligns with the demands of 21st-century learning. Through the process of creating, curating, and reflecting on their academic experiences in digital formats, students are engaged in authentic learning tasks that foster key dimensions of digital literacy, including information management, multimedia communication, critical thinking, and ethical digital citizenship. ePortfolios support a student-centred approach by encouraging autonomy, collaboration, and self-regulation, all of which are foundational to both academic success and lifelong learning. Moreover, they serve as a bridge between formal education and the professional world, enabling students to demonstrate their digital capabilities and present a cohesive narrative of their learning journey. As institutions continue to integrate digital pedagogies, the ePortfolio emerges not merely as a technological tool but as a transformative learning space where digital literacy is practiced, assessed, and internalized.
In conclusion, while ePortfolios hold great potential for enhancing student learning, promoting critical digital literacy, and preparing graduates for the demands of a digital world, their effective use requires thoughtful implementation. The COVID-19 pandemic underscored the importance of digital resilience, highlighting the need for students to adapt, reflect, and persist in the face of technological disruption. However, challenges such as unequal digital access, limited technical skills, and inconsistent institutional support remain significant barriers. Higher education institutions must therefore play an active role in addressing these disadvantages by providing equitable resources, integrating ePortfolios meaningfully into curricula, and fostering a supportive environment that empowers students to thrive in digitally mediated learning spaces.
REFERENCES
Abrami, P. C., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31(3), 1-12.
Afrilyasanti, R., Suhartoyo, E., & Widiati, U. (2025). Researching the use of ePortfolios to promote students’ thinking in the digital age: a qualitative action study. Interactive Technology and Smart Education, 22(1), 25-42. I https://doi.org/10.1108/ITSE-08-2023-0167
Asbari, M., & Nurhayati, W. (2024). Outcomes-Based Education in Indonesian Higher Education: Empowering Students’ Learning Competencies. International Journal of Social and Management Studies, 5(5), 1-6. https://doi.org/10.5555/ijosmas.v5i5.445
Barrett, H. (2010). Balancing the two faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6–14.
Carter, S. (2021). ePortfolios as a platform for evidencing employability and building professional identity: A literature review. International Journal of Work-Integrated Learning, 22(4), 463-474.
Chaliha, A., Hajarika, M., Bhuyan, T., & Neog, R. (2024). Innovative Approaches to Information Literacy: Enhancing Skills in the Digital Age. Library of Progress-Library Science, Information Technology & Computer, 44(3), 19914-19926. https://bpasjournals.com/library-science/index.php/journal/article/view/592
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021
Elfarissyah, A. M., Iskandar, I., & Dewanti, R. (2023). The efficiency of project-based learning for developing students’ digital literacy. English Community Journal, 6(2), 142-152. http://jurnal.um-palembang.ac.id/index.php/englishcommunity/index
Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. Electronic Journal of E-Learning, 13(4), 260-267.
Hinrichsen, J., & Coombs, A. (2013). The five resources of critical digital literacy: A framework for curriculum integration. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21.21334
Hoven, D., Walsh, P., Al-Tawil, R., & Prokopetz, R. Z. (2021). Exploring professional development needs and strategies for instructors/faculty facilitating ePortfolios online. Irish Journal of Technology Enhanced Learning, 6(1), 154-176.
Kelly, M., & Le Rossignol, K. (2022). Professional transitions: The ePortfolio as a curated digital narrative. Industry and Higher Education, 36(6), 784-794. https://doi.org/10.1177/09504222221127565
Lam, R. (2023). ePortfolios: What we know, what we don’t, and what we need to know. RELC Journal, 54(1), 208-215. https://doi.org/10.1177/0033688220974102
Lam, R. (2024). Understanding the usefulness of ePortfolios: Linking artefacts, reflection, and validation. International Review of Applied Linguistics in Language Teaching, 62(2), 405-428. https://doi.org/10.1515/iral-2022-0052
Light, T. P., Chen, H. L., & Ittelson, J. C. (2011). Documenting learning with ePortfolios: A guide for college instructors. John Wiley & Sons.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938
Loizzo, J., Conner, N. W., & Cannon, K. J. (2018). Project-based learning for developing digital literacy in undergraduate science communication. NACTA Journal, 62(2), 142-150. https://www.jstor.org/stable/90022549
Lu, H. (2021). Electronic portfolios in higher education: A review of the literature. European Journal of Education and Pedagogy, 2(3), 96-101. https://doi.org/10.24018/ejedu.2021.2.3.119
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6). 10.1016/j.heliyon.2023.e16348
Nhlumayo, B. S., & Pule, K. G. (2025). The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities. In B. E. Olawale (Ed.), Building the Foundations: Effective Approaches in Mathematics Teacher Preparation (pp. 105-117). ERRCD Forum. https://doi.org/10.38140/obp3-2025-07
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
Nurkholida, E., Sahari, A. A., & Ulfah, U. N. M. R. (2023). Upskilling Higher Education Students for Digital Competency Using Project-Based Learning. Indonesian Journal of Educational Research, 8(3), 72-78. https://doi.org/10.30631/ijer.v8i3.305
Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the cultural politics of education, 37(2), 163-174. https://doi.org/10.1080/01596306.2014.942836
Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference? Journal Of New Approaches in Educational Research, 10(1), 15-27. https://doi.org/10.7821/naer.2021.1.616
Parkes, K. A., Dredger, K. S., & Hicks, D. (2013). ePortfolio as a Measure of Reflective Practice. International Journal of ePortfolio, 3(2), 99-115.
Razo, R., & Blankenship-Knox, A. E. (2022). The Internet Isn’t a Luxury Anymore: How Educational Leaders Can Promote Equitable Digital Access for All Students. Educational Leadership and Administration: Teaching and Program Development, 34, 55-68.
Rhodes, T. L. (2011). Making learning visible and meaningful through electronic portfolios. Change: The Magazine of Higher Learning, 43(1), 6–13. https://doi.org/10.1080/00091383.2011.538636
Schwab, K. (2024).The Fourth Industrial Revolution-What It Means and How to Respond. Handbook of Research on Strategic Leadership in the Fourth Industrial Revolution, 29. https://doi.org/10.4337/9781802208818.00008
Statti, A., & Torres, K. M. (2020). Digital literacy: The need for technology integration and its impact on learning and engagement in community school environments. Peabody Journal of Education, 95(1), 90-100. https://doi.org/10.1080/0161956X.2019.1702426
Van Wyk, M. M. (2017). An e-portfolio as empowering tool to enhance students’ self-directed learning in a teacher education course: A case of a South African university. South African Journal of Higher Education, 31(3), 274-291. https://hdl.handle.net/10520/EJC-80865509f
Van Wyk, M. M. (2017). Exploring student teachers’ views on eportfolios as an empowering tool to enhance self-directed learning in an online teacher education course. Australian Journal of Teacher Education (Online), 42(6), 1-21. https://hdl.handle.net/10520/EJC-80865509f
Walland, E., & Shaw, S. (2022). ePortfolios in teaching, learning, and assessment: tensions in theory and praxis. Technology, Pedagogy and Education, 31(3), 363-379. https://doi.org/10.1080/1475939X.2022.2074087
Walton, M., & Pallitt, N. (2012). Grand Theft South Africa: Games, literacy and inequality in consumer childhoods. Language and Education, 26(4), 347-361. https://doi.org/10.1080/09500782.2012.691516
World Economic Forum. (2020). Schools of the future: Defining new models of education for the fourth industrial revolution. https://www.weforum.org/reports/schools-of-the-future-defining-new-models-of-education-for-the-fourth-industrial-revolution
Yadav, S. (2024). Designing Effective ePortfolios for Authentic Assessment: Encouraging Reflection and Promoting Student Ownership. In Cases on Authentic Assessment in Higher Education (pp. 235-258). IGI Global.
Yang, H., & Wong, R. (2024). An In-Depth Literature Review of E-Portfolio Implementation in Higher Education: Processes, Barriers, and Strategies. Issues and Trends in Learning Technologies, 12(1), 65-101. https://doi.org/10.2458/itlt.5809
Yang, M., Wang, T., & Lim, C. P. (2023). ePortfolios as digital assessment tools in higher education. In Spector, J.M., Lockee, B.B., Childress, M.D. (eds.). Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 2213-2235). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_83
Zhang, P., & Tur, G. (2023). Collaborative ePortfolios Use in Higher Education during the COVID-19 Pandemic: A Co-Design Strategy. International Journal of Educational Methodology, 9(3), 585-601. https://doi.org/10.12973/ijem.9.3.585
AUTHOR
Dr. Buhle Stella Nhlumayo holds a PhD in Education Leadership, Management, and Policy from the University of KwaZulu-Natal (UKZN), and is a Senior Lecturer at the University of South Africa, in the Department of Educational Foundations. As a scholar of Education Leadership, Dr Nhlumayo has published (sole authored and co-authored) several articles in peer-reviewed journals, book chapters, and conference proceedings, and has presented papers at international, national, and local conferences. Dr. Nhlumayo’s research interests include Educational Leadership and Policy, Comparative Education, and ICT in Education.
Email: nhlumbs@unisa.ac.za
