Decoding Micro-Credentials: Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework
Saved in:
| Title: | Decoding Micro-Credentials: Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework |
|---|---|
| Language: | English |
| Authors: | María José Ibáñez Ayuso (ORCID |
| Source: | Journal of Learning for Development. 2025 12(1):33-46. |
| Availability: | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Microcredentials, Labor Market, International Organizations, Labor Force Development, Stakeholders, Economic Development, International Trade, Cooperation, Global Approach, Foreign Countries, Content Analysis, Universities, Institutional Role, Educational Technology, Institutional Mission |
| Geographic Terms: | Europe |
| ISSN: | 2311-1550 |
| Abstract: | Micro-credentials have gained significant interest due to their potential to create flexible learning pathways and offer real-time, up-to-date training for the rapidly evolving labour market. Additionally, international organisations have highlighted their capacity to elevate the value of non-formal education and foster inclusive higher education ecosystems involving diverse stakeholders. This research critically examined the initial conceptualisation of micro-credentials, as presented in foundational OECD and European Commission documents, emphasising their objectives, their role in formal and non-formal education, and the inclusion of diverse actors. A systematic review of completed Erasmus+ projects integrating micro-credentials was conducted using the PRISMA protocol to explore their practical application, including the types of competencies developed, delivery frameworks, and actors involved. Findings reveal a disconnect between the initial intentions and real-world implementations, with a predominant focus on professional competencies, limited engagement with non-formal education, and insufficient involvement of diverse stakeholders. The study concludes with recommendations to harness the full potential of micro-credentials to revitalise higher education by embracing a holistic, inclusive, and equity-driven approach. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465611 |
| Database: | ERIC |
Be the first to leave a comment!
