Abstract:

The growing diffusion of digital technologies and the demand for more flexible learning pathways are encouraging universities to rethink traditional teaching and learning models in higher education. In recent years, European policies have also placed increasing emphasis on the development of innovative educational approaches capable of supporting lifelong learning and expanding access to higher education through more modular and flexible learning pathways. In this context, micro-credentials are emerging as a promising tool for recognizing and certifying specific competencies acquired through short and targeted learning experiences, which can complement and enrich traditional study programs.

This paper presents a case study of the experience of the Università degli Studi di Palermo within the European project EDUNEXT, an initiative aimed at promoting innovation in higher education through the development of digital learning opportunities, including online courses and training pathways based on micro-credentials designed to address the emerging needs of learners and the labour market.

The paper focuses in particular on the role of the TLC-CIMDU – Centro per l’Innovazione e il Miglioramento della Didattica Universitaria, the university’s Teaching and Learning Center, which is committed to promoting educational innovation and supporting the professional development of academic staff. Through its activities, the center provides faculty members with support in instructional design, digital pedagogy, and the development of flexible learning experiences aligned with certification models based on micro-credentials.

The study analyses several key initiatives implemented within the project to support faculty members in the design and delivery of digital learning experiences. These include training workshops, instructional design support activities, and the creation of communities of practice aimed at sharing innovative teaching methodologies and experimenting with online and blended teaching approaches. Particular attention is devoted to the design of learning pathways focused on the development and certification of specific competencies through micro-credentials.

Preliminary results highlight how participation in international cooperation projects can contribute to strengthening universities’ institutional capacity in the field of digital education, supporting the professional development of academic staff, and promoting a culture of teaching innovation. The analysed experience also demonstrates the potential of micro-credentials to expand access to higher education and to create more flexible and inclusive learning opportunities for different groups of learners, including students, professionals, and adults engaged in lifelong learning pathways.

Keywords:

Micro-credentials, Digital Innovation in Teaching, Teaching and Learning Centers, International Cooperation in Higher Education, Lifelong Learning.