Impact of ePortfolio Implementation on Metacognitive Regulation and Self-Regulated Learning Among Pre-Service Teachers in Ghanaian Colleges of Education

Abstract

This longitudinal mixed-methods study investigates the impact of ePortfolio implementation on metacognitive regulation and self-regulated learning (SRL) development among undergraduate pre-service teachers in Ghanaian Colleges of Education over a four-year academic programme. Integrating quantitative measures of self-regulated learning using the Motivated Strategies for Learning Questionnaire (MSLQ) with qualitative analysis of reflective logs, the study tracked 138 first-year students through their entire degree programme, with 40 students selected for in-depth qualitative analysis. A repeated-measures ANOVA indicated significant improvements in metacognitive self-regulation across all measurement points (F(4,108) = 32.45, p < .001, ?² = .55), while growth curve modelling showed a steady upward trend over time (? = 0.52, p < .001). Thematic analysis of reflective logs identified four major themes: development of reflective thinking, improved self-regulated learning, infrastructure and connectivity challenges, and lecturer support as a critical success factor. Qualitative findings demonstrated progressive maturation in students' reflective capacity from descriptive accounts toward theoretically informed, critically reflexive narratives. However, substantial infrastructural barriers, including unstable internet connectivity, limited device access, and high data costs, constrained implementation effectiveness. The study provides empirical evidence that sustained ePortfolio engagement, when supported by structured faculty guidance and adequate infrastructure, significantly enhances students' metacognitive awareness, reflective thinking depth, and autonomous learning capacities. The findings highlight the need for robust teacher professional development, clear and transparent assessment systems, and strong institutional investment in digital infrastructure. This research contributes critical insights to understanding how technology-enabled reflection can facilitate transformative learning in pre-service teacher education and offers practical recommendations for ePortfolio implementation in resource-constrained educational contexts.