The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a result, encouraging reflection among learners is often difficult to accomplish, especially in the Technical and Vocational Education and Training (TVET) setting. By employing the Technological Pedagogical Content Knowledge (TPACK) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students’ learning. Using mixed methods design, this study examined a group of students from one of the TVET institutions in Brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. The students’ e-portfolio notes were converted to Students’ Reflective Scores (SRS) as a measure of level of reflection. The data gathered revealed that although student performance can have a moderate effect on students’ level of reflection, building structured opportunities to reflect and integrate learning can develop students’ ability to reflect better. The quality of students’ reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. Meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. The students’ responses also implied that operational feasibility of e-portfolio for Brunei TVET might depend on teachers’ input, students’ motivation, type of e-portfolio software chosen, and connectivity setting.

反思的力量已得到公认，可促进学习和发展专业知识，但在学校中很少明确教授反思的技能。结果，鼓励学习者之间的反思往往很难实现，特别是在技术和职业教育与培训（TVET）的环境中。通过采用技术教学内容知识（TPACK）构造，本研究调查了通过数字学习档案袋（电子档案袋）对结构化反思的使用，并探讨了其与学生学习的关系。本研究使用混合方法设计，研究了来自文莱一个职业技术教育与培训机构的一组学生，他们在八周的时间内通过电子作品集练习反思，旨在指导学生反思自己的学习。将学生的电子档案夹笔记转换为学生的反射分数（SRS），以衡量反射水平。收集的数据显示，尽管学生的表现可以对学生的反思水平产生适度的影响，但通过构建结构化的机会来反思和整合学习，可以提高学生的反思能力。在整个学习期间，随着更多学生在电子档案袋中表现出高阶思维，学生的反思质量得到了显着提高。同时，从半结构化访谈数据中得出的关键主题表明，尽管学生以独立的方式看待反思，但这种干预为学生提供了提高他们的认知和元认知能力的机会。