Abstract: This study aimed to investigate the impact of e-portfolio on the development of reflective thinking and self-directed learning readiness of the students from the Faculty of Educational Sciences at UNRWA. To achieve this goal, a reflective thinking scale consisting of 16 items and a self-directed learning readiness scale of 41 items were applied after investigating their psychometric properties. The sample consisted of 49 fourth-year students enrolled in practice education program, divided into two groups: the experimental group, using e-portfolio strategy, and the control group, with the traditional strategy. Analysis of covariance (ANCOVA) was used. The results of the study showed statistically significant differences between the two groups regarding reflective thinking and self-directed learning readiness, and on the majority of their subscales, in favour of the experimental group. Recommendations aimed at activating the e-portfolio strategy in evaluation, in different areas and at various levels, are given in the article.
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