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Abstract
This systematic review synthesizes 14 peer-reviewed studies from 2015 to 2023, focusing on the assessment methods and delivery of digital microcredentials. Microcredentials provide specialized, focused content and recognize professional learning or competency in specific skills. This paper defines digital microcredentials as those offered in an online environment. Findings from our systematic review reveal that most digital microcredentials are utilized in education, particularly for teacher professional development, and are delivered through learning management systems combined with digital badges. However, a significant gap exists in integrating AI-driven tools for formative and summative assessments. The review also identifies variability in program structure, with some microcredentials offering personalized learning paths and others following standardized content. We conclude with implications for practice that provide insights into broadening the reach and impact of digital microcredentials. These insights emphasize the need for future research to optimize assessment practices, balance structured and flexible learning designs, and further explore the role of value propositions for learners in digital microcredential programs.
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