Abstract:

Micro-credentials have emerged as a significant innovation in higher education, offering short, focused, credentialed learning opportunities that promise to enhance employability, support lifelong learning and adapt institutional practices to a rapidly evolving skills-based labour market. This paper presents a critical narrative review of how micro-credentials are positioned within higher education and lifelong learning ecosystems.

It explores four thematic dimensions:
(1) the role of micro-credentials in bridging the gap between traditional degrees and industry demands;
(2) their role in promoting inclusive, flexible, modular learning pathways for diverse learner populations;
(3) mechanisms of assessment, accreditation and quality assurance that underpin their credibility; and
(4) the opportunities and challenges faced by learners, institutions and employers in realising their potential.

The findings indicate that while micro-credentials offer promise as agile, learner-centred instruments for upskilling and reskilling, their impact remains conditional on robust design, industry-institution collaboration and aligned quality frameworks. The analysis underscores the need for strategic institutional adoption, clear employer recognition and transparent credentialing practices if micro-credentials are to fulfill their transformative potential in higher education and lifelong learning.

Keywords:

Micro-credentials, higher education, lifelong learning, employability, quality assurance.