Knowledge management and e-Portfolios for sustainability

Integrating sustainable practices within technical university settings has garnered significant attention in recent years. However, there needs to be more progress in merging these practices with active foreign language learning and knowledge management. Recent studies have introduced new perspectives on social constructivism and second/third language (L2/3) acquisition, emphasizing knowledge-building and gender-related factors. This paper presents the methodology of a pilot study conducted during an English for Specific Purposes (ESP) course. The primary instructional technique employed was electronic portfolios (e-Portfolios), which facilitated extensive data collection to compare gender-differentiated lexical production among engineering university students. Two research instruments provided a comprehensive qualitative analysis of professional portfolio texts written in English. The visualization of e-Portfolio data, incorporating lexical and sentiment analysis, revealed specific differences in the characteristics of learners. This approach aims to integrate a broader perspective of ESP with sustainability and university knowledge management, areas that have yet to be explored. This study’s convergence of academic and labor market needs highlights the potential to prioritize sustainability goals while fostering and showcasing innovation in higher education.