THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
22
EDUCATIONAL AND PSYCHOLOGICAL EFFECTIVENESS OF DIGITAL
PORTFOLIO AS A REFLECTIVE LEARNING ENVIRONMENT
Omonova Nuriya Shuhrat qizi
Navoi State University, Navoi, Uzbekistan
https://doi.org/10.5281/zenodo.16759182
Annotation:
This article analyzes the educational and psychological
effectiveness of using digital portfolios in the training process of future
preschool teachers. The advantages and challenges of implementing digital
technologies, particularly electronic portfolios, in creating a reflective learning
environment within the context of Uzbekistan’s preschool education system are
highlighted. The study evaluates the impact of portfolios developed within the
HEMIS system on professional development.
Keywords:
Digital portfolio, reflective learning, psychological stability,
future preschool teacher, monitoring, HEMIS, e-portfolio, digital competencies
Introduction
In recent years, special attention has been paid to the development of the
digital learning environment in the Republic of Uzbekistan. In particular, the
“Development Strategy of New Uzbekistan for 2022–2026” and the “Concept of
Digital Education until 2030” of the President of the Republic of Uzbekistan
identify the integration of digital technologies into the educational process as
one of the key priorities.
In this process, digital portfolios are emerging as effective tools for
developing learners’ reflective thinking, self-assessment, conscious monitoring
of the learning process, and self-improvement — all of which are essential
reflective skills. Especially in the training of future preschool teachers, the digital
portfolio enables them to analyze their pedagogical activities and track their
personal and professional growth. Therefore, this article explores the
educational and psychological effectiveness of digital portfolios as a reflective
learning environment on a deep scientific and practical basis.
Literature Review
In recent years, the topics of reflection and digital portfolios have become
central to contemporary pedagogical research. Within the framework of modern
learning theories, reflective portfolios are viewed not only as tools for acquiring
knowledge but also as means for shaping personal and professional identity.
Schön (2019) interprets reflective practice through the "action-in-context"
model, emphasizing real-time analysis and reasoning within every professional
process. According to him, portfolios serve as a "mirror" of these reflective
actions [1].
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
23
Barrett (2021) explores the digital portfolio as a tool for "digital
storytelling," analyzing the impact of multimodal writing, video recordings, and
mentor feedback on reflective development [2].
Among Uzbek scholars, the works of Umarova G., Jo‘rayev I., and
Shodmonov B. on the implementation of digital technologies in education have
been taken as foundational sources. They identify the main advantages of digital
portfolios as: (1) self-monitoring, (2) critical thinking, and (3) self-improvement,
along with the convenience of educational monitoring systems. In addition,
practical recommendations for recording the achievements and shortcomings of
future preschool teachers and managing their portfolios via the HEMIS platform
have also been examined [3–5].
Research Materials and Methods
The study was conducted during the 2024–2025 academic year among 3rd-
and 4th-year students majoring in Preschool Education at Navoi State
University.
The research aimed to identify the educational and psychological
effectiveness criteria, using the following methodological and psychodiagnostic
approaches:
1.Observation and content analysis.
Digital portfolios created by students
were analyzed semantically and structurally via the HEMIS platform. The
analysis focused on the presence of the following components:
-reflective writings (journals, Q&A entries, mentor feedback)
-self-assessment sections
-professional development plans and analytical reflections
2.Psychological questionnaire (balance between motivation and pressure) -
A 20-item Likert-scale psychometric questionnaire was distributed to 60
students under the topic: “
Does maintaining a portfolio evoke intrinsic motivation
or psychological pressure in you?”
Key indicators included the level of self-
awareness, emotional responses (stress, insecurity, joy, sense of spiritual uplift),
readiness for independent thinking, and intrinsic motivation toward self-
development.
3. Experiment: Educational and Psychological Impact of Maintaining Digital
Portfolios. The study participants were divided into two groups.
Experimental group (30 students): maintained digital portfolios regularly,
which included weekly reflective writings, mentor feedback, and self-
assessment.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
24
Control group (30 students): maintained a traditional paper-based
practicum journal.
Both groups were assessed at the beginning and end of the study using the
“Reflective Maturity” test and the “Professional Self-Awareness” scale.
4. Semantic-Psychological Analysis of Reflective Writings and Emotional
Comments.
The reflective writings posted in the digital portfolios of 30 students were
subjected to psychosemantic analysis. The results showed that:
The students frequently used key concepts such as “deep reflection,” “self-
improvement,” “desire for change,” and “human values” in their writings.
From a psychological perspective, digital portfolios encouraged students to
express their thoughts more freely, which played an important role in
strengthening their personal stability.
Analysis and Results
The results of the study showed significant positive changes in the
educational and psychological development of students who maintained digital
portfolios via the HEMIS platform. Table 1 presents analytical data comparing
the experimental group (who maintained digital portfolios) and the control
group (who kept traditional paper-based journals).
According to the survey results:
-87%
of students reported that maintaining a digital portfolio on the
HEMIS platform helped them develop self-assessment and critical thinking skills.
-82%
of participants stated that the process increased their intrinsic
motivation and contributed to their psychological stability.
Table 1
Development Indicators of the Experimental Group (30 Students)
Indicators
Initial
Stage
(%)
Final
Stage
(%)
Ability to analyze one's own activities in
writing
46%
82%
Readiness to express independent opinions
41%
79%
Openness to accepting mentor feedback
53%
88%
Level of psychological stability
49%
85%
Reflective maturity indicator
44%
83%
As a result of the semantic-psychological analysis of the reflective writings,
frequent use of concepts such as
“human values,” “desire for change,” “deep
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
25
reflection,”
and
“finding direction”
indicated that students were able to freely
express their inner experiences. In contrast, fewer changes were observed in the
control group. Traditional journals primarily focused on reporting facts and did
not allow for a reflective approach.
Conclusion and Recommendations
Digital portfolios serve not only as tools for individualizing the educational
process but also play a significant role in fostering a culture of reflective
learning. For future preschool educators, this method provides an opportunity
to deeply analyze pedagogical experience, evaluate the effectiveness of their
activities, and define directions for personal development.
The results presented in this article demonstrate the necessity of further
implementing digital portfolios within the educational system of Uzbekistan.
-a “Reflective Portfolio” module should be developed within the HEMIS
platform, incorporating weekly reflective writings, mentor feedback, self-
assessment entries, and professional growth roadmaps.
-digital portfolios should be permanently integrated as tools for
professional and psychological monitoring, with the inclusion of psychometric
tests and self-assessment instruments
References
1.Schön, D.A. (2019). The Reflective Practitioner: How Professionals Think in
Action. Routledge, 2nd Edition.
2.Barrett, H.C. (2021). “Balancing the Two Faces of ePortfolios”. Journal of
Learning and Development, 9(2), 45–62.
3.Umarova, G. (2022). Reflection in Pedagogical Technologies: The Role of
Digital Tools. – Education and Innovation, No. 4(18), pp. 56–60.
4.Shodmonov, B. (2023). Reflective Monitoring and Portfolios: Practical
Guidelines for Future Preschool Teachers. – Science and Practice, 2(41), pp. 31–
36.
5.Jo‘rayev, I. (2024). AI-Integrated Portfolios: Toward a New Stage. –
Pedagogical Innovations, 1(10), pp. 25–33.
