Resumen de Empowering learner agency through e-portfolio co-design: a pathway to integrating generative AI
This study investigates how Hong Kong high school students enact agency in the context of e- portfolio learning and explores the possibilities and challenges of integrating Generative Artificial Intelligence (GenAI). The research aims to explore agency and relate a co-design approach for learning e-portfolios with GenAI. The first part of the article presents an exploration of high school students' perceptions on how they could enact agency during the development of their e-portfolios. The individual, contextual, and relational domains of agency were explored to elucidate the factors influencing students' perceptions of agency during e- portfolio implementation. The results demonstrate distinct patterns within each agency domain with greater recurrence of the following: participation activity and competence beliefs (individual); opportunities to influence and active participation received abundant attention (contextual); and peers as learning resources were highly valued in the relational domain. The second part of the article addresses how these students perceive the role of GenAI in e-portfolio learning and explores how GenAI can play a role in the e-portfolio learning co-design process by enhancing diverse tasks carried out by teachers and learners in collaboration, such as writing and editing support, content organization, visual design, and feedback. Finally, including students’ perceptions, an updated model of e-portfolio co-design is introduced, integrating GenAI. This research has implications for how educators may foster students' agency in e- portfolio learning environments by prioritizing active participation, providing opportunities for influence, nurturing collaboration, and creating a supportive emotional environment by including the affordances of GenAI as another contextual object or relational subject.
