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Abstract: The integration of digital tools in higher education has transformed pedagogical practices, particularly in professional disciplines such as social work. This study explores the use of e-portfolios in social work education at the University of Fort Hare, emphasizing their role in enhancing student learning, reflection, and professional identity formation. By adopting a praxis-oriented approach, the study examines how e-portfolios facilitate experiential learning, critical engagement, and competency development. The findings highlight best practices in implementing e-portfolios, including student support, and assessment strategies. Furthermore, the study discusses challenges such as digital accessibility and the need for faculty capacity-building. Ultimately, the research examines the potential of e-portfolios to bridge theoretical knowledge and practical application, equipping students with essential skills for professional social work practice.
Keywords: E-portfolios, Social Work Education, Pedagogy, Praxis.
1. Background
In 2019, the Teaching and Learning Centre at the University of Fort Hare introduced e-Portfolios to address the persistent challenges associated with managing large volumes of hardcopy portfolios submitted by students for work integrated learning. Within the Faculty of Social Sciences and Humanities, and specifically in the Social Work programme, the move to e-Portfolios was driven by a need to streamline submission processes, reduce physical storage burdens, and align assessment practices with the growing emphasis on digital literacy in higher education. Initially piloted in professional education programmes, the e-Portfolio initiative was progressively extended to include students in social work, especially as part of their fieldwork and practice learning requirements. By 2020, in response to the disruptions caused by the COVID-19 pandemic, the University shifted to online modalities, and e-Portfolio training was integrated into the institutional Learning Management System called Blackboard. Using Blackboard Collaborate, students were introduced to digital tools on Blackboard for their e-portfolios to document their learning, reflections, and professional growth. The transition to digital portfolios represents a significant pedagogical shift. It enables students to curate evidence of their theoretical grounding and applied competencies in a dynamic and accessible format. E-Portfolios have since become a central component of the teaching and learning strategy in social work education at the University of Fort Hare, supporting critical reflection, experiential learning, and professional identity formation. This paper explores how e-Portfolios are enhancing pedagogical practices and shaping a praxis-oriented approach to learning in social work, contributing...