Abstract:

The global market is rapidly evolving through digitalisation, automation, and internationalisation. Employability now depends on continuous learning, adaptability, and the development of transversal competences. The Future of Jobs Report 2025 (WEF, 2025) forecasts that 39% of current skills will become obsolete by 2030 and that 59% of workers worldwide will require reskilling. Communication, linguistic proficiency, and intercultural awareness emerge as strategic assets for professionals operating in hybrid, multilingual, and multicultural environments.

Microcredentials (MCs) have become important tools to address these demands. Defined as short, flexible learning experiences certifying specific competences, they are promoted by the European Commission (2022) as instruments for employability, inclusion, and lifelong learning. Within higher education (HE), MCs support personalised development and faster responses to labour market needs.

This work examines the microcredential English for International Trade and Communication (EITC), offered at the University of Aveiro, Portugal, showing how HEIs can strengthen language and intercultural communication competences essential for global employability. Designed with regional business associations, the EITC responds to employers’ concerns about English proficiency and intercultural readiness in professional contexts.

The programme runs for ten weeks (30 contact hours) and includes three modules: Intercultural Business Communication, Business Presentations, and Business Negotiations. Its pedagogical approach uses task-based learning, case studies, and role-plays simulating workplace communication. A digital coursebook integrates linguistic input, technical vocabulary, and cultural reflection, while a Padlet-based collaborative space extends interaction and peer learning beyond synchronous sessions. These features align with best practices in blended learning and adult digital education.

Since 2023, the EITC has delivered four editions and welcomed diverse participants, including postgraduate students and mid-career professionals. Post-course surveys indicate high satisfaction with the relevance and applicability of the content, particularly regarding confidence in international professional communication.

The EITC also demonstrates how MCs enhance cooperation between universities and industry. A needs analysis with regional employers guided course design, ensuring alignment with actual competence gaps and contributing to regional socio-economic development. This co-design approach highlights MCs as effective mechanisms to bridge academia and the labour market.

In sum, the EITC microcredential exemplifies the value of agile, competence-oriented training in the evolving global context. By focusing on English communication and intercultural competence, widely recognised as key employment assets, it offers learners immediately applicable skills while reinforcing HE’s role in lifelong learning. As digitalisation and globalisation continue to reshape work, integrating MCs into HE ecosystems represents not only pedagogical innovation but also a strategic response to future employability needs.

Keywords:

English as a Second Language (ESL), Higher education, Intercultural communication, Lifelong learning, Microcredentials.