Abstract:

Universities are increasingly challenged to provide flexible and industry-oriented lifelong learning opportunities capable of responding to rapidly evolving digital and green transition needs. Within the maritime logistics ecosystem, these challenges are particularly evident due to the pace of technological change and the diversity of professional profiles involved. To address these needs, the NEXUS project created a lifelong learning academy centered on microcomodules and other flexible learning formats. In this work, the case study of the implementation of micro-modules, by the University of Aveiro, in the NEXUS academy is presented, focusing on the challenges encountered during the process and on learners’ satisfaction with the training model. The academy was developed following an initial assessment of skills and knowledge gaps among industry partners, which was then aligned with the University’s existing micro-module offerings. Additional training opportunities were subsequently created to bridge the gap between the University’s educational offer and industry needs. Between December 2024 and March 2026, the NEXUS Academy delivered 13 micro-modules to 141 learners, totaling 839 accredited training hours. Data collected from 65 learner satisfaction questionnaires across nine micromodules were analyzed descriptively. From an administrative point of view, the most significant challenge during implementation was identifying the existing knowledge and skills gaps within partner companies to design training opportunities tailored to their needs. Additional challenges included attracting participants to the training opportunities and ensuring the sustainability of course offerings. The recruitment of instructors with relevant professional expertise outside academia also emerged as a significant challenge. Regarding learner’s experience, the overall satisfaction levels reported by participants were highly positive. Positive responses reached 91.3% regarding the alignment of course content with learners’ expectations, 85.1% concerning the acquisition of competencies, and 95.8% related to teaching methodologies. The quality and relevance of pedagogical materials obtained the highest satisfaction level, with 97.9% positive responses. Participants also emphasized the practical applicability of the training to their professional contexts (87.5%) and considered the duration of classes adequate (90.9%). The flexible format was generally perceived as compatible with professional responsibilities (87.5%), although the ability to dedicate sufficient time to autonomous work obtained the lowest positive result (72.9%), reflecting the difficulties of balancing continuing education with full-time employment. Furthermore, 84.4% of respondents reported an immediate positive impact of the acquired knowledge in their workplace, while 76.1% indicated willingness to pay for similar future training opportunities. Participants also identified opportunities for improvement, such as the need for additional workload and deeper technical exploration in some topics and greater flexibility for autonomous learning activities. The lessons learned from this experience suggests that successful implementation of university-led micromodules requires not only pedagogical innovation, but also institutional and administrative transformation capable of supporting flexible lifelong learning ecosystems.

Keywords:

microcredentials, lifelong learning, industy, academia, cooperation.