The Promise of ePortfolios for Student Agency in Distance Education and Higher Education: A Systematic Review

This chapter explores the educational value and role of electronic portfolios (ePortfolios) in promoting student agency, particularly in distance education (DE) and higher education (HE) contexts. Research reports the increased adoption of e-portfolios as highly flexible and interactive tools, especially during and after the COVID-19 pandemic. ePortfolios are digital spaces facilitating evidence-based teaching and learning by encouraging students to reflect on, document, and present their learning journeys. Recognised as high-impact practice tools, ePortfolios are particularly valuable in DE and HE contexts where students benefit from autonomy, reflection, and continuous feedback. This chapter aims to deepen understanding of e-portfolio practices and their potential to enhance student agency. Drawing on a systematic review of literature published between 2015 and 2025, through rigorous inclusion/exclusion criteria, findings from ten selected peer–reviewed journal articles highlight current trends, benefits, and challenges associated with ePortfolios. The findings emphasise the importance of designing learning environments that support autonomy, structured reflection, engagement and supporting teacher and student agency through e-portfolio pedagogy. Recommended future research directions include longitudinal studies to assess the long-term impact of e-portfolios on student agency and investigations into integrating e-portfolio pedagogy in various educational contexts.

Keywords: e-assessment, ePortfolios, digital learning, higher education, reflective practice tools, student agency, systematic review, technology adoption