MICRO-CREDENTIALS IN HIGHER EDUCATION: GLOBAL IMPLEMENTATION PATTERNS, STAKEHOLDER PERSPECTIVES, AND ADOPTION CHALLENGES

Asep Hadian Sasmita; Aam Hamdani; Ida Hamidah; Yusep Sukrawan

doi:10.17509/jmee.v13i1.100770

MICRO-CREDENTIALS IN HIGHER EDUCATION: GLOBAL IMPLEMENTATION PATTERNS, STAKEHOLDER PERSPECTIVES, AND ADOPTION CHALLENGES

Asep Hadian Sasmita, Aam Hamdani, Ida Hamidah, Yusep Sukrawan

Abstract

The COVID-19 pandemic accelerated digital transformation in higher education, with micro-credentials emerging as a key innovation to meet growing demand for flexible, competency-based, and industry-relevant learning. This study combines a Systematic Literature Review (SLR) based on the PRISMA protocol with bibliometric analysis using VOSviewer and Biblioshiny, searching the Scopus database. Of 117 articles initially identified, 38 met the inclusion criteria after rigorous screening. Bibliometric analysis revealed rapid publication growth since 2020, peaking in 2023–2024, led by Malaysia (21%, n=8), the United States (16%, n=6), and Australia-New Zealand (13%, n=5). Keyword co-occurrence analysis identified six thematic clusters: learner-centred approaches, lifelong learning, vocational pathways, technology platforms, institutional policy, and regional adoption. Co-citation analysis identified four intellectual clusters anchored by Oliver B. as a central bridging node, with streams on policy and strategy (McGreal R., Olcott D., Moodie G.), digital badges and technology-enhanced learning (Abramovich S., Gibson D., Dyjur P.), and research methodology (Creswell J.W.). SLR findings identified six implementation patterns, led by industry partnerships (42%, n=16) and curriculum integration (34%, n=13). Stakeholder views were broadly positive: 86% of students reported higher motivation, 75% of employers recognised granular competency evidence, and 94% of institutions saw strong strategic potential. Key challenges were standardisation (82%), institutional readiness (76%), and formal recognition (71%). Assessment frameworks were dominated by competency mapping (35%) and multi-level approaches (26%). The study offers an integrative theoretical framework connecting implementation dimensions with multi-stakeholder perspectives, providing a practical roadmap for institutions and policymakers towards sustainable micro-credential adoption.

Keywords

Bibliometric Analysis; Competency-Based Learning; Digital Badges; Micro-Credentials; Systematic Literature Review.

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DOI: https://doi.org/10.17509/jmee.v13i1.100770