Conclusion
A critical synthesis of research, policy, legislation, and workplace experience demonstrates that learning technology including AI and e-portfolios is most effectively understood as a sociomaterial practice. Technological innovation alone does not guarantee educational improvement; rather, meaningful impact depends on ethical implementation, pedagogical alignment, and professional capability. The integration of AI into assessment and reflective practice challenges traditional epistemic models, requiring curriculum redesign that prioritises critical thinking, problem-solving, and ethical reasoning over rote memorisation. UK policy and legislative frameworks, including the Department for Education’s AI guidance, GDPR, and the Equality Act, provide necessary governance, but their effectiveness relies on informed and reflective professional practice. From a post-digital perspective, progress is measured by the discernment with which technology is applied, the cultivation of critical digital literacy, and the promotion of equitable learning outcomes. Future research and professional development should focus on systematic strategies to embed reflective pedagogy, ethical AI governance, and bias-aware practice, ensuring that learning technology serves human, pedagogical, and societal goals rather than merely technological possibilities.