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The plan of an ePortfolio inside the educational program is by all accounts a second component significant to having an enabling effect. The pertinence of implanting the ePortfolio in the educational plan is called attention to by various HEIs (MIE, UCLL). An ePortfolio can make learning results apparent across instructive stages and permits more educators to become associated with this training. Working in a group difficulties the conventional practices and sets out open doors for new applications on direction and evaluation. It requires surrendering the individual and divided work direction, and to pursue coordinated educator work (HAMK). Simultaneously, clear normal rules and evaluation are required (UCLL, HAMK). 

In the instructive plan, evaluation ought to be carried out more persistently. In this the supposition of appraisal as learning (Dochy, Berghmans, Koenen, and Segers 2015) is by all accounts critical where understudies figure out their own learning measures and can settle on the most proficient method to be assessed. In this way, it very well may be perceived as evaluation for and appraisal of learning (HAMK). In appraisal as learning, the essential center is to enable understudies to self-control and fundamentally assess their learning and execution (site gathering experiences). The ePortfolio can be an integrative and developmental learning methodology, incorporating appraisal according to a proceeding with viewpoint with the accentuation on input and correspondence (IPS). 

MIE brings the MAGIC rule into mind (in view of crafted by Ollerton 2016) showing what instructors need to effectively carry out and install ePortfolios into their work: which means, independence, development, sway, association.