The Concept of Micro Credentials in the Context of Curriculum

Abstract

The aim of this study is to explain micro-credentials through the four components of a curriculum: objectives, content, teaching-learning processes, and assessment. This study was conducted using systematic review and the data were obtained through document analysis. Due to the lack of sources in Türkiye, the study sources consist of international articles, meeting minutes, booklets, books, brochures, and journals. Additionally, since online sources can also be used as data in document analysis, reliable official websites such as those of EHEA, OECD and YÖK were also used as study material, providing relevant information, definitions, statistics, and analyses. Content analysis was employed in the data analysis process. The data were categorized into four main themes: Objectives of Micro-Credentials, Content in Micro-Credentials, Teaching and Learning Processes in Micro-Credentials, and Assessment in Micro-Credentials. While some policymakers, educators, and trainers around the world have already recognized micro-credentials as useful practice and begun integrating them into policy frameworks, micro-credentials have become increasingly prominent in discussions of higher education in Türkiye in recent years. To understand the potential and limitations of micro-credentials, the issue should be made a state policy in Türkiye and a commission should be established to develop a framework. The practices of countries that have made progress in the field of micro-credentials should be studied, and interviews can be conducted with key stakeholders such as learners, employers, higher education institutions, and government officials, to examine micro-credentials from different perspectives.

Keywords

• Micro-credentials
• higher education
• curriculum

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