Abstract:

Microcredentials are becoming a robust mechanism for recognizing specific and up-to-date competencies in the university context, particularly in technological disciplines where the rapid evolution of the sector requires continuous and modular training. In this work, we present the data obtained from the pilot implementation of a program consisting of 10 microcredentials delivered at the University of Málaga, with an average of 13 students per edition and focused on topics related to integrated photonics, a highly specialized field within applied physics and telecommunications engineering. The analysis is organized into two complementary dimensions: on the one hand, the study of the participants’ profile, based on institutional access records. This includes statistical information related to the academic or professional background of the students, their educational level (bachelor’s, master’s, or doctoral studies), and demographic variables such as gender, nationality, employment status, or age range. On the other hand, we analyze the evaluations collected through anonymous surveys, which reflect students’ perceptions of aspects such as the balance between theoretical content and practical activities, the intensity of the courses, and an overall assessment of their format. Both levels of analysis are complemented with descriptive statistics that allow us to assess the educational impact of the program and the degree of acceptance of this modular training model. Overall, the results highlight the suitability of microcredentials as a flexible and effective tool for delivering highly specialized engineering training, supporting their potential integration as a stable component of university curricula and continuous professional development pathways.

Keywords:

Microcredentials, specialization, modular training, life-long training.