KURS ISHI

INTRODUCTION . According to the Ministry of Higher Education, Science and Innovation, the proportion of universities utilizing Learning Management Systems (LMS) for course delivery and assessment increased from 45% in 2020 to approximately 78% in 2023, with a projected reach of 90% by 2025 [1]. While the global e-learning market is estimated to reach $475 billion by 2026, growing at a Compound Annual Growth Rate (CAGR) of 13.5% [2], the specific niche of digital portfolios in higher education, particularly in developing economies like Uzbekistan, represents a burgeoning area with immense potential for innovation and impact. Despite the observed increase in digital tool adoption, significant challenges persist in effectively harnessing these technologies for comprehensive student assessment and development, particularly within the 'Xorijiy til (ingliz)' (English Language) subject. A key issue lies in the fragmented nature of digital artifact collection and presentation, often leading to inconsistent assessment practices and limited opportunities for students to showcase their holistic learning journey. While many institutions use LMS platforms for submission, these often lack integrated functionalities for creating curated, reflective portfolios that align with constructivist and connectivist learning theories. The absence of a standardized framework for digital portfolio implementation across Uzbekistan's higher education system results in disparities in quality, accessibility, and utility. Furthermore, there is an unmet need for practical guidelines and financial justifications that address the specific socio-economic and technological infrastructure context of Uzbekistan, preventing widespread and effective integration of digital portfolios as a powerful e-assessment and authentic assessment tool. International scholars have extensively explored various dimensions of digital portfolios. Helen Barrett (2000) pioneered early conceptualizations, emphasizing digital portfolios as tools for reflection and authentic assessment, demonstrating how they empower learners to document growth over time [3]. Trent Batson (2002) further elaborated on the "electronic portfolio" as a personal learning space, crucial for showcasing capabilities beyond traditional transcripts, particularly for career development [4]. Darren Cambridge (2008) provided critical insights into ...