Unlocking Career Potential: How Micro-Credentials Are Revolutionising Higher Education and Lifelong Learning
محفوظ في:
| الحاوية / القاعدة: | Education Sciences vol. 15, no. 5 (2025), p. 525 |
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| المؤلف الرئيسي: | |
| مؤلفون آخرون: | |
| منشور في: |
MDPI AG
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text Full Text - PDF |
| الوسوم: |
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| 024 | 7 | |a 10.3390/educsci15050525 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Gamage Kelum A. A. |u Centre for Educational Development and Innovation, James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK | |
| 245 | 1 | |a Unlocking Career Potential: How Micro-Credentials Are Revolutionising Higher Education and Lifelong Learning | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Micro-credentials (MCs) emerged as a powerful tool to advance employability and lifelong learning while opening opportunities for diverse career directions for individuals. They are generally short programmes and have a specific focus on developing complementary skills in a particular area of interest for the learner. This paper presents a critical narrative review exploring the transformative potential of micro-credentials, which provide targeted, flexible, and accessible pathways for skill development and career advancement. It examines how micro-credentials bridge the gap between traditional education and modern industry demands and recognises the importance of collaborative efforts between higher education and industry in identifying and sometimes even co-designing relevant micro-credential programmes. Additionally, the paper analyses the impact of micro-credential programmes on non-traditional learners and discusses the mechanisms to ensure the quality and credibility of such programmes. The findings highlight four key thematic areas, revealing that micro-credentials serve as flexible, inclusive tools that enhance employability, support institutional innovation, and promote lifelong learning. | |
| 610 | 4 | |a United Nations Educational Scientific & Cultural Organization European Commission Organization for Economic Cooperation & Development | |
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Adult learning | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Online tutorials | ||
| 653 | |a Distance learning | ||
| 653 | |a Labor market | ||
| 653 | |a Skills | ||
| 653 | |a Certification | ||
| 653 | |a COVID-19 | ||
| 653 | |a Lifelong learning | ||
| 653 | |a Pandemics | ||
| 653 | |a Workforce | ||
| 653 | |a Skill development | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Learning Activities | ||
| 653 | |a Adult Students | ||
| 653 | |a Economic Factors | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Competence | ||
| 653 | |a Educational Resources | ||
| 653 | |a Educational Certificates | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Employment Potential | ||
| 653 | |a Educational Technology | ||
| 653 | |a Declining Enrollment | ||
| 653 | |a Adult Basic Education | ||
| 653 | |a Credentials | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Labor Force | ||
| 653 | |a Andragogy | ||
| 653 | |a Educational Experience | ||
| 653 | |a Learning Modules | ||
| 700 | 1 | |a Dehideniya Shyama C. P. |u Department of Education, University of Peradeniya, Peradeniya 20400, Sri Lanka; scpkdehideniya@gmail.com | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 5 (2025), p. 525 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211937051/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3211937051/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211937051/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |