This review paper delves into using micro-credentials in higher education ecosystems as a digital enablers. Micro-credentials, which are digital credentials that attest to a learner’s mastery of a specific skill or knowledge area, are becoming more popular in higher education. The paper examines the successful implementation of micro-credential frameworks in higher education, using case studies to demonstrate the advantages of micro-credentials. The review emphasizes the agility and flexibility of microcredentials, which enable learners to acquire new skills quickly and respond to changes in the job market. In addition, the paper discusses the digital nature of micro-credentials and how they allow institutionsto provide targeted, skills-based training that isrelevant to employers. It also explores how micro-credentials are delivered through online platforms, making them convenient and easily accessible for learners. The review underscores the significance of digital infrastructure, connectivity, and public utility for promoting micro-credentials. The paper argues that micro-credentials function as a digital enabler for higher edu- cation ecosystems, allowing learners to acquire targeted training and enabling institutions to expand their offerings and reach more students. The paper concludes by highlighting the potential for micro-credentials to help bridge the skills gap and equip learners with the skills necessary to succeed in today’s digital economy.

Abstract: The COVID-19 pandemic has changed the education sector locally and globally especially in teaching and learning delivery methods as most universities have adopted online platforms. The present situation is not only challenging but also tests the flexibility of the existing education system. With the help of technology, the existing traditional education system could be more flexible to enable more individuals from around the world to access education. The latest revolution in online education, micro-credential, is growing interest among public and private universities worldwide, including Malaysia. However, to date, little scholarly work is found related to micro-credentials in higher education. This conceptual paper presents an overview of micro-credential and the challenges and opportunities of offering micro-credential certification in the form of digital badges to the national and global market. Recommendations are made to multiple stakeholders (e.g., higher education providers, employers) to enhance the use of certifications for graduate employability. Ideas for further research are also presented.
 
 Keywords: Digital badges, Digital credentialing, Higher-education, Micro-credential, Online certification

The rise of online learning has brought about a close connection between micro-credentials and lifelong learning, employability, and new models of digital education. Micro-credentials are considered instrumental in transforming higher education today. This study aims to examine the extent to which micro-credentials have been adopted in Malaysia, focussing on the viewpoint of Higher Education Providers (HEPs). It seeks to identify the challenges faced by HEPs when offering micro-credentials, encompassing technological, organisational, and people-related obstacles. By analysing empirical data, this research intends to propose a conceptual framework that can guide the successful adoption and implementation of micro-credentials within educational institutions. By addressing these recommendations, HEPs in Malaysia can successfully adopt and implement micro-credentials within their institutions. This will not only enhance the learning experience for students but also contribute to the overall transformation of higher education, keeping pace with the demands of the digital age and fostering a culture of continuous learning and skill development.

A micro-credential is a proof of the student's knowledge, skills, and experience that can be used to progress towards a larger credential or degree that focuses on a particular field of study in the shortest amount of time. Micro-credentials are a new area in the education sector that has expanded significantly over recent years and have become a popular idea in the higher education sector. Since the Covid-19 pandemic, micro-credentials are the most recent innovation in online education, gaining traction in public and private universities throughout the world. This has resulted in many universities developing strategies to offer micro-credential-driven courses. Higher education institutions (HEIs) need to validate micro-credentials, but the validation is a long-drawn-out and cumbersome process, so blockchain technology can be used to easily validate the detailed information on each students’ micro-credentials. Unfortunately, to date, only scant scholarly research has been conducted on blockchain-based micro-credentialing systems in HEIs. This study provides a detailed overview of the state-of-the-art in the field of managing micro-credentials using blockchain technology. We start by outlining the various requirements that need to be met in a blockchain-based micro-credentialing system. We then use a systematic literature review (SLR) to retrieve relevant studies published between 2016–2022 and compare them to the defined requirements. We also analyse the relevant studies to determine the research gaps. This review will offer insight into micro-credentialing systems that have been proposed for HEIs over recent years.

The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential’s delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design.

This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.

Micro-credentialing is rapidly growing globally as learning that is both life-long and life-wide and this has only accelerated due to COVID-19. To understand what this means for higher education, The Australasian Council on Open, Distance and eLearning has conducted two surveys on the implementation and practice of micro-credentialing in the Australasian sector. With the surveys conducted a year apart, before and after the pandemic, significant changes are noted in the delivery of learning. The results show an increased interest and intention in rolling out micro-credentials, as evidenced, particularly, in work undertaken at the policy level. However, in relation to actual implementation and practice, there is still a lot of work yet to be done. What is evidenced, in the results, is that this form of credentialing will continue to grow rapidly. Higher education institutions are investing in infrastructure and establishing working groups that are placing a governance model for micro-credentials in universities, while ensuring dedicated resourcing is channeled to this endeavour. Moving forward institutions will require significant planning and coordinated delivery at both at the local and global level, if the potential benefits of implementing micro-credentialing, such as portability and stackability over time, are to be realised. Implications for practice or policy: <ul><li>Universities can use this data to plan their implementation of micro-credentials</li><li>Policy makers and regulators can use this information to monitor this field in higher education</li></ul>

Micro-credentials, digital badges and industry-recognised certificates have been attracting considerable attention in recent years and with the disruption of many jobs due to the pandemic, interest in continuing education has grown. Micro-credentials represent an alternative approach to career and professional development (Ghasia, Machumu, &amp; De Smet, 2019, p. 219; LaMagna, 2017, p. 207). These credentialed … industry aligned short units of learning’ are described by Wheelahan &amp; Moodie (2021, p. 212) as an extension of ‘21st century skills’ and the discourse of employability in higher education. Graduate employability has become heavily integrated into modern higher education policy frameworks, but what does this actually mean from a student perspective?

PurposeMicro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education.Design/methodology/approachMany questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, employers or employees. In addition, although there are studies on micro-credentials in the USA, Europe and Australia, there is very little research around countries such as Turkey (Yilik, 2021). This study discusses the use of micro-credentials in the world and their reflections on higher education.FindingsAs it is shown in this article, micro-credentials have the potential to challenge or complement traditional ways of how learning is taking place, understood, recognized and certified. Research on micro-credentials is still in its infancy and could benefit a lot from more research. Especially research on employers' recognition and appreciation of digital credentials needs to be studied. Also, empirically confirming propositions of literature on micro-credentials could be beneficial.Originality/valueThis study is original in terms of discussing the use of micro-credential in the world and their reflections on higher education and presenting suggestions on this subject.

ABSTRACT Micro-credentials vis a vis competency-based certifications of skill domains have existed for decades across vocational-technical education and the professions. What appears to be changing is the priority ascribed to different micro-credentials along a credentials continuum that has focused on formal degrees and certificates. This paper will provide a descriptive analysis of the emerging trend toward micro-credentials by colleges, universities, and other public-private providers in the United States. A major question that emerges for institutional leaders is: Can micro-credentials help position the institution’s academic, public service, and economic and workforce development market positions for the future? Driven by student graduates unable to find good jobs, by employers who cannot find the skill-based workforce they need, by increasing competition, by insurmountable student debt, and by a need for faster pathways from school to work, this aggregate ‘credentials rethink” is forcing colleges and universities to consider reframing their traditional credentials arsenal. The paper will conclude with some observations and key considerations for leaders to navigate their institutions during this period of “strategic reset” for potentially shifting institutional directions to adapt and compete in this new higher education landscape.