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Using a mixed-methods design with 68 secondary students in Hong Kong and the Co-PIRS model, findings show increased awareness of agency in the showcase phase through competence beliefs, in peer learning through relational opportunities, and in implementation through choice-making. Positive attitudes toward reflection support structuring collaboration, informing e-portfolio co-design frameworks for empowering student agency and guiding educators in secondary education and beyond.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-exploration-of-agency-enactment-in-e-portfolio-learning-co-design-abstract-and-study-overview/601536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-exploration-of-agency-enactment-in-e-portfolio-learning-co-design-abstract-and-study-overview/601536.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding e-portfolio co-design?","Question",{"text":112,"@type":113},"The study examines how students enact and perceive learner agency within an e-portfolio learning co-design process using the Co-PIRS model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"It uses a mixed research methodology with both quantitative and qualitative data collection instruments, involving 68 secondary students in Hong Kong.",{"name":119,"@type":110,"acceptedAnswer":120},"What main findings are reported about student agency?",{"text":121,"@type":113},"Students report greater awareness of agency: competence beliefs in the showcase phase, peer learning in the relational domain, and opportunities to make choices in the contextual domain during implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601536,1792651348,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","An exploration of agency enactment in e-portfolio learning co  \ndesign  \nPeng Zhang1,* , Gemma Tur 2  \n1 Namseoul University, South Korea; University of the Balearic Islands, Spain, [p.zhang@uib.es](p.zhang@uib.es) , [https://orcid.org/0000-0001-5164-1869](https://orcid.org/0000-0001-5164-1869)[ ](https://orcid.org/0000-0001-5164-1869)2 University of the Balearic Islands, Spain, [gemma.tur@uib.es](gemma.tur@uib.es) , [https://orcid.org/0000-0003-4508-6808](https://orcid.org/0000-0003-4508-6808)  \nABSTRACT  \nAlthough research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design with 68 secondary students in Hong Kong , focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. With descriptive aims, a mixed research methodology was designed using quantitative and qualitative data collection instruments. Among the findings, it is argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’agency and provide educators with guidance in Secondary Education and beyond.  \nKEYWORDS: e-portfolio, agency, co-design, educational technology, secondary education  \n1 INTRODUCTION  \nWithin the constantly evolving realm of educational technology, eportfolios stand out as a pivotal instrument for facilitating reflective learning and showcasing student achievements. The literature robustly supports e-portfolios’ role across educational strata, particularly in higher education, where they serve as a medium for students to document their learning progression, articulate their capabilities, and meditate on their learning journeys (Chang et al., 2018; Yang et al. , 2015) . The integration of e-portfolios into educational practices has been substantiated by research underscoring their benefits in enhancing students’ learning, fostering self-reflection, and demonstrating learning achievements (Chang et al. , 2018; Zhang & Tur, 2022) .  \nThis research derives from the fundamental significance that learner agency represents throughout contemporary discourse regarding education. Learner agency, which refers to the ability of learners to purposefully and constructively direct their learning journeys, plays an important role in the growth of competence and self-control (Ali et al. , 2022) . It demonstrates the active participation of learners in their educational pursuits by utilizing creative thinking and choice-making (Jääskelä et al. , 2017) . Learning environments that recognize and cultivate individual strengths and goals promote agency, which is vital for constructing a professional identity (Hempel-Jorgensen, 2015) . The acknowledgement of the learner agency's critical role in fostering the growth of learner identities, encouragement of motivation, and influence on strategic behaviour is commonplace; its importance is emphasized in the context of learner-centred curriculum success (Chaaban et al. , 2021; Rasulova, 2022) .  \nWithin the realm of e-portfolio learning, agency is manifested when students engage in creating and managing their own e-portfolios; this entails undertaking tasks such as making decisions, reflecting, and setting object","cbCais3h5k8M1zBE","https://ap.wps.com/l/cbCais3h5k8M1zBE","pdf",509929,13,"English","# Abstract\n# Introduction\n## Educational technology and e-portfolios\n## Learner agency and roles\n## Co-PIRS co-design framework and research questions\n# Literature Review\n## E-portfolio and implementation in education","[{\"question\":\"What does the study focus on regarding e-portfolio co-design?\",\"answer\":\"The study examines how students enact and perceive learner agency within an e-portfolio learning co-design process using the Co-PIRS model.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It uses a mixed research methodology with both quantitative and qualitative data collection instruments, involving 68 secondary students in Hong Kong.\"},{\"question\":\"What main findings are reported about student agency?\",\"answer\":\"Students report greater awareness of agency: competence beliefs in the showcase phase, peer learning in the relational domain, and opportunities to make choices in the contextual domain during implementation.\"}]","An exploration of agency enactment in e-portfolio learning co-design - Abstract and study overview | PDF",1792092807,33]