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Toward just and equitable micro-credentials: an Australian perspective.

Renee Desmarchelier1, Lisa J Cary2

  • 1University of Southern Queensland, West St, Toowoomba, QLD 4350 Australia.

International Journal of Educational Technology in Higher Education
|June 7, 2022
PubMed
Summary
This summary is machine-generated.

Micro-credentials offer flexible higher education solutions for workforce upskilling and reskilling. They enhance lifelong learning pathways and promote equitable, inclusive educational experiences.

Keywords:
CurriculumHigher educationLifelong learningMicro-credentials

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Area of Science:

  • Higher Education
  • Workforce Development
  • Educational Technology

Background:

  • The COVID-19 pandemic highlighted the need for adaptable higher education to meet global workforce upskilling and reskilling demands.
  • Micro-credentialing discussions intensified as a potential solution for perceived skills gaps, predating but amplified by the pandemic.
  • Criticism exists regarding micro-credentialing's potential, necessitating a balanced examination of its educational aims.

Purpose of the Study:

  • To critically evaluate the role and potential of micro-credentialing in contemporary higher education.
  • To address criticisms, such as Ralston's "moral hazard" argument, concerning micro-credentials.
  • To explore how micro-credentials can support equitable, thoughtful, and just educational objectives.

Main Methods:

  • Literature review and critical analysis of existing commentary on micro-credentialing.
  • Engagement with Ralston's critique of micro-credentialing in postdigital education.
  • Argumentative synthesis to position micro-credentials within pedagogical ethics.

Main Results:

  • Micro-credentialing enables universities to rapidly adapt to evolving worker educational needs, offering alternatives to traditional full degrees.
  • Micro-credentials provide viable and desirable educational options for individuals seeking specific skills.
  • The potential of micro-credentials is best realized through integrated pathways that foster lifelong learning.

Conclusions:

  • Micro-credentialing presents a valuable tool for flexible and responsive higher education, complementing traditional degree programs.
  • Universities can leverage micro-credentials to address workforce needs effectively and ethically.
  • Micro-credentials align with the pedagogical imperative to provide positive, inclusive, and lifelong learning experiences.