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At the organizational level, the successful workfolio work is activated by integrating it into the jurisdiction created program. In addition, the role of eportfolio in the evaluation and guidance of students with professional growth needs to clarify and communicated in the Organization's guidelines. The challenge may be that teachers and students consider creating eportfolio as something more, if they do not understand the idea and the broader benefits of it. The property of the students for their creation eportfolio is crucial, which modifies the traditional role of teachers towards the facilitators of learning and the innovative organizers of evaluation.

 

Teachers need help to change their role. They can be considered as learners, when developing new skill-based education tools and practices (Kunnari and Ilomäki, 2016). Their leaders can ensure that there is enough time and collaboration to support this type of teacher learning. Concrete examples and common models can promote development. The realization of digital open badges related to eportfolio can strengthen skills with both students and teachers. Badges operate as stimulants and will motivate teachers to renew their teaching methods and the use of eportfolio in the study modules. Forcing teachers to accomplish Eportfolio badges take them at the same level of know-how. Leaders can encourage teachers to try, explore and experiment with different tools, and organize workshops and online seminars to support adoption. They can value teachers' creativity and innovation capacity to motivate students.

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