The Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) ePortfolio Review (AePR) invites you to submit articles and reports covering the broad area of ePortfolio use.  We publish articles about pedagogy, research, technical, and organizational issues. Our readership includes ePortfolio practitioners, administrators, and students. Our mission is to serve the needs of the global ePortfolio community and promote portfolio learning as a major way to transform higher education.

The AePR is a theme-based journal; therefore, acceptance is competitive. After a paper is accepted for a specific issue, the author(s) is(are) paired with one of our peer reviewers. Papers submitted for a current issue may be considered for a subsequent issue if the editorial board feel it is a better fit for a future theme.

AePR Winter/Spring 2026 edition, V9N1 Call for Proposals

Theme: ePortfolios in the Age of Disuption

AePR invites submissions for a special issue of the journal exploring the role of ePortfolios in times of disruption. Higher education has been challenged, these days, by social and institutional fragmentation, the increased use of social media, the difficulty of aligning education with workplace needs, economic uncertainty, and the need for students to document their competencies, talents, accomplishments, and aspirations over time and across contexts. In these disrupted times, an ePortfolio can serve as a critical tool for students to collect, design, narrate, and present themselves to themselves, their family and friends, teachers and other students, current and future employers, and the anonymous digital world. In other words, an ePortfolio offers a platform for pulling together the artifacts of an individual’s life journey before, during, and after graduation. ePortfolio’s travel with students, which means that the documentation project is ongoing.

AePR welcomes research articles, case studies, practice-based insights, and reflections that examine topics including, but not limited to, the following:

• The use of ePortfolios to augment students’ learning, working, and socializing while in college.
• Teaching students to connect ePortfolio artifacts collected before college to those accumulated in college and to future artifacts.
• New ideas about teaching, grading, and assessment when students bring ePortfolios into the college classroom and when one goal of ePortfolio use concerns navigation of a disrupted and fragmented world that extends beyond, before, and after college.
• ePortfolios as tools for reflective practice and professional identity development when students live with uncertainty, ambiguity, and need for flexibility.
• Ways that ePortfolios can assist students with the job search, professional success, narrating, and personal branding.

Submission Deadline: September 15, 2025

Submit an abstract of 250 words or less in this form. Note that completed papers are not accepted at this time. If your abstract is accepted, our editorial team will contact you with further information.

Article Types

We’re particularly interested in the following types of articles:

• Long articles (3,000 to 5,000 words) about practical research, administrative reports, or case studies with generalizable results – again, not as peer-reviewed research but as reports.
• Short articles (1,000 to 1,500 words) discussing a case study at an institution/course, offering advice and opinions to other ePortfolio practitioners.
• How-to articles, tutorials on specific tools or approaches (500 to 1,500 words).
• Interviews (500 to 1000 words) with key individuals directly involved with the use of ePortfolios.
• Announcements (up to 300 words) of items regarding the use of ePortfolios in the field.