Abstract:

The post-pandemic landscape of European universities is characterized by trends defining a modern university model, ready to respond to diverse social, cultural, professional, and competence needs. European recommendations emphasize the need for education and training systems to become more flexible, learner-centered, accessible, and inclusive, accommodating people with diverse profiles (Council Recommendation of 16 June 2002).

Addressing these challenges requires revising educational strategies and designing new offerings that support both formal education and lifelong learning documentation. The impressive growth in the number of users of Massive Open Online Courses (MOOCs) in 2020 demonstrates a societal eagerness to learn, provided that learning meets specific conditions to fit learners' needs. A prominent trend is the preference for shorter learning experiences that do not necessarily lead to full qualifications. Additionally, societies demand the flexibility to learn at convenient times.

Building flexible learning pathways is crucial for undergraduate, engineering, and master's students, as well as lifelong learners who utilize educational services on an incidental and shorter basis than regular students. These trends, though seemingly new, hark back to the Bologna Process principles from the early 1990s, which emphasize lifelong learning and the effective implementation of a system for accumulating achievements. This system aims not only at obtaining full qualifications but also at documenting personal achievements for lifelong learning (ECTS Guide, 2015).

A critical aspect of providing high-quality lifelong learning is ensuring the mutual permeability and flexibility of different learning pathways, across various forms and levels of education and training, and validating non-formal and informal learning outcomes (Council Resolution on a Strategic Framework for European Cooperation 2021).

In recent years, the European Commission has worked intensively to support universities in actively engaging in lifelong learning and implementing a coordinated strategy for employability. One of the key tools for better integrating the activities of higher education institutions (HEIs) with the needs of a learning society and the dynamically changing competence needs of the labor market is the concept of microcredentials. Their effective implementation is intended to incentivize universities to offer more flexible learning paths to both regular students and non-student members of the academic community.

This paper aims to assess the readiness of universities to implement inclusive and flexible learning models by analyzing the key indicators and components that determine the effectiveness of this innovative policy. In particular, it examines the preparedness of European universities to face this new challenge, positioning them as pillars of the lifelong learning strategy. The findings reveal varying levels of readiness among European universities, highlighting both strengths and areas needing improvement. These insights are crucial for fully embracing and supporting the dynamic needs of lifelong learners, ensuring that universities can adapt to and thrive in this evolving educational landscape. By evaluating current capabilities and identifying gaps, this study provides a roadmap for universities to enhance their strategies and infrastructure, ultimately fostering a more adaptable and inclusive learning environment.

Keywords:

Flexible learning paths, lifelong learning, student centered system, microcredentials.