As universities increasingly adopt competency-based education and lifelong learning models, ePortfolios have emerged as critical tools to support student reflection, assessment, and professional identity development. However, institutions face a complex and rapidly evolving marketplace of ePortfolio platforms, each offering distinct features, pedagogical models, and levels of integration.

Having introduced student ePortfolios in 2014 as a tool for assessment, reflective practice, and competency-based learning aimed at enhancing career readiness, the institution adopted a new platform in 2020 in response to the implementation of a revised curriculum in Tourism. Several years into this new study plan, evolving pedagogical needs and technological advancements have prompted a renewed inquiry into available ePortfolio solutions. The objective is to identify a platform that more effectively aligns with current educational priorities and supports both students and educators in achieving meaningful learning outcomes.

This paper presents the results of a benchmark study conducted at a Swiss university of applied sciences, comparing five innovative ePortfolio platforms designed for higher education use.

The platforms were assessed across six dimensions: pedagogical affordances, user experience, feedback and assessment tools, integration with learning management systems, support for multimodal evidence, and alignment with employability goals. The benchmark involved a combination of desk research, hands-on testing, and structured interviews with educators and platform developers. In addition, particular attention was paid to how the platforms support reflective learning, self-directed goal setting, and the articulation of transversal competences—key priorities in 21st-century education.

Findings highlight significant variation in how platforms approach portfolio structure (open vs scaffolded), the role of social features, and the ability to export or showcase work externally. While some platforms prioritize ease of use and visual storytelling, others emphasize institutional oversight and structured assessment. The results underline the importance of aligning platform choice with the pedagogical aims of programs and the digital competency of both students and staff.

The paper concludes by offering a decision-making matrix for institutions considering the adoption or revision of their ePortfolio strategy. By shedding light on current best practices and platform innovations, this benchmark provides a valuable resource for educators, academic leaders, and educational technologists seeking to enhance learning through purposeful portfolio use.

Keywords: EPortfolios, Compentency-based, Higher Education, Technology.