Exploring Learners' Motivations and Preferences for Micro-Credentials: A Mixed-Method Study

Abstract

As professionals aim to stay abreast of their ever-changing disciplines and global challenges, and universities reframe their offerings, the popularity of micro-credentials continues to grow. Without replacing traditional qualifications, micro-credentials offer the potential for short, flexible learning experiences that support learners in achieving their career or life goals. Universities, providers, employers, and students are all important stakeholders in the micro-credentials ecosystem. However, there is a significant dearth of academic research on students' perspectives towards micro-credentials. This gap represents a crucial challenge that universities must tackle when developing training options. This study aims to investigate learners´ motivations and preferences for micro-credentials employing a mixed-method methodology. The research sample comprises 37 adult learners, alumni of continuous education programs at the Open University of Catalonia. After reviewing the research data, results revealed a multitude of factors driving diverse learners towards pursuing micro-credentials. Among these factors, personal interests and career objectives appear to be the primary motivators, followed by social and academic motivations, which play a secondary role. Additionally, the study indicates that there is a notable preference for short courses that last between two to three months, requiring a part-time dedication of between six to fifteen hours per week. Students have a stronger inclination towards micro-credentials that are applicable, as opposed to the theoretical knowledge emphasized in college or master's programs. Courses delivered in online and asynchronous formats are particularly demanded, although some learners appreciate the opportunity for synchronous Q&A sessions with instructors. Learners highly value the modularization of micro-credentials into different levels and prefer courses that offer credentials, although not all of them consider official credentials to be essential, particularly those that pursue micro-credentials for personal reasons. This research supports universities in their efforts to develop and align short learning courses that respond to actual learners’ demands.