The Future of Education

Micro-credentials have emerged as strategic learning structures in higher education, responding to the growing need for flexible, personalised and modular recognition of competences. In the context of online education for adult learners, these short, targeted learning units are particularly relevant, given the prevalence of challenges related to time management, study methods and self-regulation that frequently affect academic success and persistence. This article critically analyses the theoretical framework of micro-credentials, situating them within broader debates on modularisation, lifelong learning, and competence-based education in digital environments.

The study focuses on the design and implementation of three micro-credentials aimed at developing transversal skills that are fundamental in higher education: (1) academic time management, (2) evidence-based study methods and (3) autonomy and self-regulation in learning. Each micro-credential was conceived according to principles of active learning, authenticity in assessment and explicit orientation towards clearly defined competences, aligning learning outcomes, activities, and assessment tasks. The micro-credentials were designed for fully online delivery and targeted at adult learners who combine academic trajectories with professional and family responsibilities, thus requiring high levels of flexibility and support for self-directed learning.

From a methodological perspective, the article adopts a qualitative and design-oriented approach, combining theoretical analysis of the literature on micro-credentials with a critical examination of the instructional design decisions underlying the three proposed modules. Particular attention is given to the way in which active learning strategies and authentic assessment tasks can support the development of self-regulation, time management and effective study strategies in online settings.

The analysis suggests that micro-credentials structured around competence-based outcomes, authentic assessment and support for learner autonomy can constitute robust mechanisms to promote academic success, engagement, and persistence among adult students in online higher education. The article discusses pedagogical implications for the design of micro-credentials, including the alignment between micro- and macro-credentials, and identifies directions for future research on their impact on lifelong learning trajectories and on the integration between initial higher education and continuing professional development.