| dc.description.abstract | In the 108-year curriculum, core competencies like self-directed learning (SDL), problem-solving, communication, and teamwork are emphasized, recognizing them as crucial for developing future talents. Thus, SDL-related courses have been integrated into senior secondary education to foster lifelong learning and enhance student spontaneity. Despite these initiatives, challenges persist in SDL in science inquiry, including restrictive curricula, resource shortages, difficulties in applying theory to practice, and obstacles in designing effective learning tools and enhancing student engagement. Both students and institutions face issues in creating e-portfolios, which are vital for documenting learning progress. To address these challenges, this study developed a Self-Directed Scientific Inquiry Learning E-Portfolio Management System Integrating Multiple Scaffolding (SDLs). SDLs aim to provide a structured learning environment with multiple scaffolds and interactive tools, enabling students and teachers to plan and complete projects more efficiently and effectively at their own pace. Upon completing the system development, a questionnaire was distributed to 55 high school students to evaluate the ＂technological acceptability＂ and the ＂perceptual usefulness of the scaffolds and interactive tools＂ of SDLs, collecting feedback for future enhancements to better suit actual educational settings. The findings indicated positive student reception towards SDLs, with an appreciation for its capability to enhance learning effectiveness and project production efficiency. Remarkably, 96.36% of participants expressed willingness to continue using SDLs in future applications. This study not only boosts learning efficiency but also sets a new direction for educational technology development, demonstrating the potential for broader technology application in education to benefit a larger audience of teachers and students. | en_US |