Training Path and Achievement of Professional Competencies through ePortfolio at the ADS

Abstract

The integration of technology into teaching and learning has become central in contemporary educational practice, emphasizing the interactive relationship between pedagogy and technology. Information and Communication Technologies (ICT) are acknowledged as cultural and cognitive mediators capable of transforming the educational landscape and influencing the quality of learning processes depending on how they are employed (Greener, 2018; Wang & Wegerif, 2019). In higher education, institutions have adopted ICT as a strategic resource to enhance and diversify learning opportunities, expand academic offerings, and promote student-centered approaches (Cabero et al., 2011). This transformation is also connected to the increasing availability of Open Educational Resources (OER), which provide free online access to learning materials, fostering collaborative and self-directed learning (Aparicio & Ostos, 2021).

From a pedagogical perspective, these technological advancements have triggered a shift towards personalized, continuous, and lifelong learning experiences that cultivate critical, independent, and creative thinking (Kim et al., 2020; Zhang & Li, 2017). Moreover, the adoption of ICT stimulates the implementation of innovative teaching methodologies, improving educational quality and enabling significant transformations across educational systems (Prieto et al., 2017). To understand these transformations, it becomes essential to gather evidence that captures how students reflect on, collaborate in, and self-regulate their learning processes, thus revealing their evolving professional competences (Blanch et al., 2009). The study of formative pathways contributes to understanding the complexity and diversity of professional development processes, shedding light on the individual and contextual conditions that shape them (Attwell, 2008).

Building upon these theoretical premises, this research explores the relationship between the training trajectory (TA), the implementation of ICT, and the achievement of professional competences (CP) within the context of the Architectural Design Studio (ADS) in a Chilean Architecture program. The study aims to analyze the learning evidence contained in students’ ePortfolios, which serve as key tools for assessing both the relevance of the training process and the attained levels of professional competence. Employing a descriptive methodology with a quantitative approach, data were collected from 14 academic semesters between 2012 and 2018. The analysis revealed patterns in learning trajectories that indicate varying levels of performance and competence achievement, influenced by the degree of ICT integration within the learning environment.

The findings suggest that students follow diverse and partially overlapping learning paths, shaped by individual and collaborative learning agendas. These trajectories reflect differentiated processes of professional identity formation and highlight the importance of sustained technological mediation in supporting meaningful learning experiences. Furthermore, the results underscore the potential of ePortfolios as reflective and assessment tools that not only document learning outcomes but also foster metacognitive awareness and self-regulation throughout the curriculum. In conclusion, the study reaffirms the transformative role of ICT as an enabler of innovation and equity in higher education, offering new pathways to optimize competence-based training and promote continuous professional growth.