The growing focus on microcredentials emphasizes the urgent need for precise and widely accepted definitions, as existing uncertainties hinder their effective implementation. This research aims to investigate the comprehension of microcredentials definitions in the context of higher education by conducting a systematic literature review. The goal is to identify current definitions of microcredentials to facilitate standardization initiatives. Following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology to systematically search in Scopus database within 2019-2024 resulting $\mathbf{9 4 0}$ articles, by removing the duplicates, $\mathbf{2 8 0}$ articles were initially reviewed, with 29 selected for detailed thematic analysis based on specific inclusion and exclusion criteria. By adapting the six phases of thematic analysis, selected articles were identified analyzed, organized, described, and themes found the data set were reported. Key findings reveal that, while a universally accepted definition is lacking, common themes emerge: microcredentials are competency-based, modular, portable, stackable, and often include quality assurance. These attributes highlight microcredentials as valuable for upskilling and reskilling in a flexible manner. The study concludes that establishing standard definitions can increase the recognition and utility of microcredentials across educational and professional sectors and recommends further research to strengthen core elements for consistency.
DOI: https://doi.org/10.1109/icted62334.2024.10844648
Publish Year: 2024
