Abstract:
This article explores how micro-credentialing can be integrated into undergraduate higher education. Following a conceptual comparison of micro-credentials and ‘traditional’ university teaching in terms of goals, formats, methods, and crediting, three scenarios are discussed: as supplementary learning opportunities, as curricular components, and as foundational units. The analysis suggests that integration as additional opportunities or curricular elements is feasible, enhancing transparency, recognition, and alignment with both societal and labor market needs. However, using micro-credentials as substitutes for full degrees appears unlikely, mainly due to legal and structural constraints.
Über die Autor*innen:
- Beatrix Busse,
Prof. Dr., Universität zu Köln, Prorektorin für Lehre und Studium, Inhaberin des Lehrstuhls für Diachrone Englische Sprachwissenschaft, Chief Development Officer der European University for WellBeing (EUniWell) - Malte Kneifel,
Dr., Universität zu Köln, Prorektorat für Lehre und Studium, Experte für Learning Experience Design und Micro-Credentials
