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In the landscape of Italian schools, digital innovation is profoundly transforming the tools available to students and teachers. Among these, the Student E-Portfolio emerges as one of the most significant new features, a true digital ecosystem designed to narrate each student’s growth journey. It is not a simple archive of grades, but a dynamic document that collects experiences, skills, and aspirations. This tool, an integral part of the guidance reform, aims to make students more aware of their abilities and guide them toward thoughtful future choices. In this process, the figure of the tutor teacher takes on a leading role, becoming a strategic guide for enhancing each student’s potential.
The introduction of the E-Portfolio is part of a broader project, that of the Piattaforma Unica (Single Platform) from the Ministry of Education and Merit, which aims to centralize and make accessible all services related to school life. The goal is twofold: on one hand, to combat early school leaving and, on the other, to create a solid bridge between the world of school, university, and work. Understanding how this tool works and how the tutor teacher can support students in completing it is essential to fully exploit its potential, turning a regulatory requirement into a valuable opportunity for personal and professional growth.
The E-Portfolio is a digital tool that accompanies the student throughout their secondary school journey, with the aim of integrating and unifying their educational experience. Conceived as a ‘digital notebook,’ it allows for the organized collection of not only academic results but also all those experiences that contribute to shaping the individual. Its main objective is to foster guidance, helping young people make more informed choices about their future, whether it be continuing their studies or entering the workforce. Unlike a traditional resume, the E-Portfolio is evolutionary: it grows and changes with the student, becoming an authentic narrative of their development.
This tool was introduced by the “Guidelines for Guidance” (Ministerial Decree 328/2022) as part of the broader reform planned by the National Recovery and Resilience Plan (PNRR). The underlying idea is to place the student at the center of their own learning, encouraging them to reflect on what they learn, the skills they develop, and their inclinations. The E-Portfolio thus becomes a sort of ‘mirror’ that allows young people to observe their growth over time and a ‘map’ for planning future steps, making their talents and journey visible to themselves and others.
To be an effective tool for narration and self-assessment, the E-Portfolio is organized into several sections, each with a specific function. This structure allows for the collection of diverse information into a coherent framework, offering a 360-degree view of the student. The completion of these areas, accessible through the Unica platform, is an ongoing process that develops throughout the school year, with the constant support of the tutor teacher and the class council. The main sections are designed to document not only ‘knowledge’ but also ‘know-how’ and ‘soft skills.’
This is the most institutional section of the E-Portfolio. Here, all the information that reconstructs the student’s academic career is recorded. It includes not only personal data and the study plan, but also final report card results, credits earned, and any student mobility experiences. An important element of this section is the documentation of the formative guidance modules attended, which highlights the path of personalized learning undertaken by the student over the years.
This area is dedicated to monitoring the growth of the student’s skills, both those acquired in school and extracurricular settings. This is where activities that expand the educational offerings, PCTO projects (Pathways for Transversal Skills and Orientation), as well as volunteering, sports, or artistic experiences find their place. The student, with the help of the tutor, can add language, IT, or other types of certifications. This section is crucial because it connects lived experiences to key European competences, helping the student become aware of what they have learned.
The “Masterpiece” section is perhaps the most innovative and personal part of the entire E-Portfolio. Here, each year, the student is invited to upload at least one product that they consider particularly representative of their progress and acquired skills. There are no limits to the type of work: it can be an essay, a scientific project, an artistic creation, a video, or even a significant experience lived outside of school. The fundamental element is the critical reflection that leads to the choice: the masterpiece is not subject to evaluation, but is a self-assessment tool that documents the student’s thinking and growth.
Self-assessment is the reflective heart of the E-Portfolio. In this section, the student is guided to critically reflect on the skills they have developed. It is a personal space to analyze one’s strengths and areas for improvement, in a process that increases self-awareness. Although this feature was made available more recently, its role is central. The tutor teacher’s task is to stimulate this reflection, asking questions and helping the student connect documented experiences with the perception of their own growth journey.
The figure of the tutor teacher was introduced to be the cornerstone of the new guidance system. Their task is not that of a simple bureaucratic supervisor, but of a true mentor who accompanies small groups of students on their journey. Their role is defined by constant dialogue with students and their families, aimed at enhancing personal talents and supporting the construction of informed choices. They are a strategic figure who facilitates reflection, stimulates awareness, and helps translate experiences into recognizable skills, acting in close synergy with the guidance counselor and the entire class council.
In practice, the tutor teacher guides the student in completing the E-Portfolio, but without doing it for them. Their intervention is maieutic: through dialogue, they help the student understand the value of the tool and recognize significant experiences to include. They support the student in identifying their ‘masterpiece,’ stimulating the critical reflection behind this choice. Furthermore, the tutor is the family’s trusted advisor at key moments, such as choosing a post-graduation educational path, leveraging the in-depth knowledge of the student gained through managing the E-Portfolio. This approach requires great listening and relational skills, essential for developing soft skills and creating a relationship of trust.
Completing the E-Portfolio is not a single act, but a dynamic process that unfolds throughout the year. The success of this tool depends on the active collaboration between the student and the tutor teacher. The goal is to transform data collection into an opportunity for reflection and discovery. A methodical approach, marked by precise phases, can help make the process simpler and more effective. It starts with a big-picture view and then drills down into the details, with the tutor acting as a facilitator and the student as the absolute protagonist of their educational story.
The first step is to gather all potentially useful experiences. In this phase, the tutor teacher can stimulate the student with targeted questions: “What projects were you most passionate about this year?”, “Is there an activity, even outside of school, where you felt particularly competent?”, “What difficulties did you overcome and what did you learn from it?”. The goal is to create a broad inventory that includes school activities, projects, hobbies, sports, volunteering, and certifications. This initial brainstorming is crucial to avoid overlooking valuable elements that, at first glance, might seem irrelevant but actually hide important transversal skills.
Once the material is gathered, the selection phase begins. Not everything should be included, only what is most representative of the student’s growth. Here, the tutor’s role is to help choose and, above all, to ‘narrate’ the experience. Instead of a simple list, it is useful to briefly describe the activity, the context, and, most importantly, the skills developed. An effective method is the STAR model (Situation, Task, Action, Result): describe the situation, the task to be performed, the actions taken, and the results achieved. This approach transforms a simple activity into tangible proof of skills like problem-solving, teamwork, or creativity.
Choosing the “masterpiece” is the culmination of the annual process. The tutor does not impose a choice but guides the student to reflect on which product or experience best represents their progress. It could be the project where they overcame the greatest difficulties or the one that made them proudest. Once chosen, the student must justify their decision, explaining why they consider it significant. This reflection is the basis for the final phase, self-assessment. Looking at the entire documented journey, the student, with the tutor’s support, evaluates the level achieved in various skills, consolidating their self-awareness with a view to increasingly targeted academic guidance.
The introduction of the E-Portfolio in Italy is not an isolated initiative but fits into a European context that has been promoting tools for skills transparency for years, such as the Europass portfolio. However, the Italian model has a peculiarity rooted in Mediterranean culture: a strong emphasis on self-narration and reflective self-assessment. It is not just a container for certificates, but a place where the tradition of personal storytelling meets digital innovation. This synthesis of past and future is the true strength of the tool, which aims to train citizens and workers capable of navigating a global market without losing their identity.
In an increasingly fluid and competitive European job market, technical skills alone are no longer enough. Companies are looking for people with soft skills: adaptability, critical thinking, creativity, and emotional intelligence. The E-Portfolio, through sections like the ‘Masterpiece’ and Self-Assessment, is designed precisely to bring out and enhance these abilities. It teaches students to look beyond grades, to recognize the educational value of a volunteer experience or a group project. In this way, the E-Portfolio helps bridge the gap between the education system and the needs of the professional world, preparing young people to present themselves not just with a degree, but with a story of growth and a set of authentic skills.
The Student E-Portfolio represents much more than a simple bureaucratic requirement. If interpreted correctly, it transforms into a powerful pedagogical tool capable of revolutionizing the approach to guidance and learning. Through the reasoned documentation of their own journey, the student becomes an active protagonist of their education, learning to recognize their talents, reflect on their limits, and build a conscious life project. This empowerment process is the true essence of the innovation introduced by the Ministry of Education and Merit.
In this transformation, the role of the tutor teacher is irreplaceable. They are the guide who illuminates the path, the facilitator who asks the right questions, the mentor who believes in each young person’s potential. The synergy between the technology offered by the Unica platform, the student’s autonomy, and the expert guidance of the tutor creates a virtuous ecosystem. The ultimate goal is to form well-rounded individuals, capable not only of passing exams but of facing the challenges of the future with awareness, flexibility, and a solid self-knowledge. The E-Portfolio is, ultimately, an investment in our country’s human capital, a bridge between Italian educational tradition and the skills required by the world of tomorrow.
The E-Portfolio is a personal digital tool that accompanies middle and high school students. It functions as a digital portfolio where all information about their educational path, acquired skills (both academic and extracurricular), and most significant experiences are collected and organized. Introduced in Italy with the Guidelines for Guidance (Ministerial Decree 328/2022), its main purpose is to foster guidance, helping students become more aware of their abilities and aspirations to make thoughtful choices for the future.
The tutor teacher acts as a guide and a facilitator. Their job is not to fill out the portfolio for the student, but to support them in the process. They help the student reflect on their experiences, recognize and enhance the skills they’ve developed, and select the most significant works, such as the ‘masterpiece.’ In practice, the tutor stimulates self-assessment and dialogue, advising the student and their family at key decision points, ensuring that the E-Portfolio becomes a real tool for personal growth.
The E-Portfolio is divided into several main sections. The ‘Educational Path’ section contains information about the student’s academic career. ‘Skills Development’ is dedicated to documenting skills acquired through school activities, extracurriculars (sports, volunteering, arts), and certifications. A key section is the ‘Masterpiece,’ where the student uploads at least one product per year that they consider particularly representative of their progress. Finally, there are sections for ‘Self-Assessment’ and for official ‘Documents’ like the Skills Certification and the Student’s Resume.
The E-Portfolio is much more than a simple digital archive; it’s a bridge to the future. It helps the student build a complete and reasoned narrative of their journey, making them more aware of their strengths and areas for improvement. This awareness is crucial for making more effective choices about continuing education (university, ITS) or entering the workforce. Additionally, it teaches valuable transversal skills like self-assessment, critical reflection, and the ability to present oneself, which are increasingly in demand in every professional field.
Yes, completing the E-Portfolio is an integral part of the guidance reform for middle and high school students in Italy. The ministerial Guidelines (Ministerial Decree 328/2022) introduced it as a tool for all students, with the support of tutor teachers. Starting from the 2023/2024 school year, its adoption became operational, particularly for the final three years of high school, making it a structural element of the school path aimed at guidance.