Zamzami Zainuddin, Madziatul Churiyah, Wening Patmi Rahayu, Heri Pratikto, Siti Hajar Halili
This study explores the individual experiences and perspectives of pre-service teachers regarding the use of e-portfolio blogs during their academic studies. Additionally, it examines the long-term effects of maintaining and promoting e-portfolios after graduation. The students engaged in reflective learning through e-portfolios, using Gibbs’ Reflective Cycle as a structured framework for their reflections. This study was conducted at a university in Malaysia and involved diploma-in-education students preparing to become teachers upon completing their program. Data collection occurred both during the study program and again one year after participants’ graduation. Through semi-structured interviews and an in-depth analysis of the e-portfolios of 15 participants, the study identified several key findings. Participants indicated that e-portfolio use extended beyond the classroom, supporting professional growth and strengthening their sense of professional identity. They emphasized that maintaining e-portfolios supported them in developing a clearer professional identity while simultaneously cultivating a credible online presence. Many also viewed their e-portfolio blogs as practical evidence to demonstrate competencies during career applications and interviews. This investigation highlights that e-portfolios offer a practical approach to support continuous and authentic assessment, thereby promoting lifelong learning and encouraging future career advancement. In contrast to traditional assessments, such as quizzes, written tests, or essays, typically administered at the end of a semester, e-portfolios support continual reflection, evaluation, and development. Despite completing formal study programs, e-portfolios remain an important tool. They help share knowledge and experiences through digital media among future teachers, supporting ongoing professional development. In this way, e-portfolio blogs enhance authentic assessment practices and offer practical responses to the challenges posed by AI-driven evaluation in higher education. © The Author(s) 2026.
College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia; Faculty of Economics and Business, Universitas Negeri, Malang, Indonesia; Department of Curriculum & Instructional Technology, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia
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