Microcredentials as an Educational Trend and a Challenge for Higher Education

Abstract

Based on an analysis of official materials and analytical reports from international organisations (including the European Commission, UNESCO, the European Training Foundation, CEDEFOP, and international economic forums), as well as the findings of foreign scholars, this article outlines the history and essence of micro-qualifications as a component of education and training policies. It also reveals the specifics of utilising micro-qualifications within the higher education system. The article delves into the role and history of micro-qualifications within higher education, notably through the initiatives and documents of the European Commission. Micro-qualifications have become a pivotal instrument in ensuring flexibility and accessibility in education within contemporary society. The European Commission plays a crucial role in promoting the integration of micro-qualifications into the European educational landscape. A significant impetus for the development of micro-qualifications is provided by the Recommendation for a European approach to micro-qualifications for lifelong learning and employability enhancement, adopted by the European Union in 2022. It is demonstrated that micro-qualifications open promising opportunities for lifelong learning and skill development. Their integration into the higher education system represents a significant step in the advancement of both formal and informal education, addressing modern needs and requiring strategic planning and investments in high-quality educational digital ecosystem. The article analyses the institutionalisation of micro-qualifications in higher education, existing models for the implementation of short-term educational programs, and identifies key aspects that universities need to consider when implementing micro-qualifications. These include program management, the development of digital infrastructures, assessment and validation procedures in accordance with educational quality requirements, engaging faculty members in support for learners, and monitoring.