Keywords: Micro-Credentials; Adoption Readiness; Technological Management; Educational System; Higher Education Provider; Quality Education

Micro-credentials (MCs) are officially recognised records that demonstrate the completion of learning objectives during shorter, less time-consuming educational or training events. They concentrate on validating competency-based knowledge, outcomes, and/or skills using trustworthy assessments and open standards, which can improve graduates’ chances of finding employment. An institution or organisation may accept MC for credit or as an attestation for potential employers. Initially, MCs were first established in online discussion forums and other social media platforms to differentiate average users from advanced users by awarding digital badges to the respondents who completed the necessary assessments and assignments, for the purposes of upskilling, as well as learning new skills (McGreal & Olcott, 2022). Eventually, learners can earn a digital badge and advance to the next selected digital badge once the MCs are completed (Rottmann & Duggan, 2021).

Higher education institutions should focus on formalising the position for micro-credentialing in their programmes by developing policies and associated taxonomies to guide this effort within their institutions. Nevertheless, underlying the factors of these flourishing concepts, it is essential to look at the efforts and policy before further implementation to ensure that the programmes are inherently suitable and add value.

MCs are gaining importance in Malaysia as they promote flexible learning. This study aims to assess the readiness of Malaysia to adopt MCs and determine the most suitable adoption model. Higher Education Providers (HEPs) can then implement appropriate support and policies to overcome challenges and ensure successful implementation, providing quality learning experiences.

The current higher education system has limitations in terms of cost and duration, posing a challenge for working adults seeking academic qualifications or new skills. However, the emergence of MCs offers an alternative educational option with shorter completion times. Many institutions have developed MC programmes to retrain and educate the workforce, providing working adults with opportunities for promotion and skill expansion within a shorter timeframe. These certification programmes can be advantageous for individuals to enhance their academic and personal development before entering the job market.

As technology evolves, many skills related to IT and other fields are becoming outdated and require different skill sets to meet new job requirements and roles. This is where MCs play a crucial role. MCs offer a way for individuals to quickly acquire specific skills and knowledge needed in these emerging roles. They are agile and responsive to industry demands, making it possible for graduates to upskill or reskill efficiently.

MCs can bridge the skills gap by providing targeted, industry-relevant education. They enable graduates to adapt to evolving job requirements, enhancing their employability and reducing the risk of job mismatch. This flexibility in learning and skill acquisition is vital in the fast-changing landscape of work, helping individuals stay competitive and aligned with the demands of modern careers. As technology continues to reshape industries, MCs will play an increasingly important role in preparing graduates for the jobs of the future.

The research questions of this study focus on assessing the readiness of Malaysia to adopt MCs and determining the most suitable adoption model for implementation. It aims to investigate the challenges faced by HEPs in offering MCs and understand the perspectives of learners and developers in the local context.

This research aims to provide valuable insights into the current state of MC adoption in Malaysia, as well as to examine the demand for MCs in the country. Additionally, it seeks to assess the readiness of HEPs to implement MCs from the perspectives of technological, organisational, and people readiness. Furthermore, the research objectives include proposing a best adaptation model or conceptual framework based on empirical evidence for the successful adoption and implementation of MCs within educational institutions. Lastly, the framework will be tested and validated through hypotheses. By addressing these research questions and objectives, this study contributes to enhancing the quality and accessibility of flexible learning options in Malaysia, specifically focusing on the adoption and implementation of MCs within the higher education sector.

Ensuring global acceptance and usefulness of MCs poses a significant challenge in terms of establishing consistent terminology in course design (Ministry of Communications and Digital, 2023). These MC courses should be tailored to meet the demands of learners seeking specific skill sets and knowledge required for reskilling, upskilling, interpersonal skill development, or Industry 4.0 competencies (Desmarchelier & Cary, 2022). The COVID-19 pandemic has accelerated the need for a digitalised and flexible lifestyle, leading to evolving personal and professional situations. This unprecedented situation presents an opportune moment to re-evaluate the education system and prepare society for technological advancements.

Learners’ motivation is a key element for the success of MCs, as they proved to be more engaged and more likely to complete their course and apply the skills learned (Kizilcec et al., 2013). The support and guidance provided to learners also play an essential role in the success of MCs (Green & Liem, 2019). For example, learners who received feedback and personalised coaching were more likely to complete their courses. Besides, learners who receive support from instructors are more likely to apply the skills in their work. The recognition and validation of MCs by HEPs and other stakeholders can enhance the credibility and reputation of the courses. In short, MCs are claimed to be the factors to affect learners’ job aspirations.

Data was analysed using IBM SPSS Statistics for Windows, version 22 (IBM Corp, Armonk, NY, USA). The analysis followed a per-protocol approach, which means that only participants with valid baseline data and those who have completed at least one (1) of the endpoint assessments according to their assigned groups will be included in the analysis.

H1 has pointed out the significant relationship between infrastructure readiness and the adoption of MCs. This is the most significant factor for HEPs to implement MCs. HEPs should allocate enough funds to acquire appropriate technology infrastructure to provide the best online learning experience for learners (Che Ahmat et al., 2021; Fischer et al., 2022). For instance, the internet connectivity of the online platforms is fundamental for online learning. Furthermore, collaborations with third parties to provide subscriptions would be beneficial in handling troubleshooting when users utilise the OLPs used in delivering MCs (McGreal et al., 2022). For example, HEPs could collaborate with providers of leading OLPs such as Moodle, Google Classroom and Open Learning to provide the best and smoothest learning experience for learners. Besides, H2 shows a positive relationship between deliverables competency and perceived outcome. This requires the HEPs to implement a supportive and computing online learning environment to deliver knowledge and skills to the learners (Mugayitoglu et al., 2021). An example of a supportive learning environment could employ the use of interactive video recordings and the inclusion of built-in exercises to aid the learning of difficult topics. Furthermore, convenient, and organised platforms are important in delivering competencies for learners (Kumar et al., 2022). For example, the HEPs need to ensure their online learning platforms are smooth and supportive to ensure the maximum effectiveness of the online learning experiences.

In relation to critical organisational factors, H5 shows that management support is significant for MC implementation. Top-level management support in technical capabilities and funding for support systems is critical for MC implementation (Mathur et al., 2018). For example, the leadership perception to support MC implementation is important and needs to be communicated across the HEPs. In addition, the HEPs’ management should put in more effort including admission, recruitment, professional educators training and many more to ensure the quality of MC provided (Ahsan et al., 2023). For instance, the financial support from top management for MCs is critical. H9 refers to the positive relationship between quality assurance and MC implementation. The quality assurance of MCs is critical when it comes to the recognition of the new education forms. In other words, this means the HEPs should establish a recognised and standardised value for the MCs to improve the MCs status (Fisher & Leder, 2022; Resei et al., 2019). For example, the recognition of learning assessment across HEPs and industries needs to be communicated and to agree on a standard examination to recognise the digital badge earned. In addition, HEPs should improve the teaching quality, to further analyse the operation of MCs internationally. Besides, HEPs should also implement quality assurance systems for online education including sharing mechanisms, evaluation systems and operation models to ensure the learning experience provided (Brown et al., 2021). To this extent, learners can choose high-quality MCs to maximise their learning experience.

As the results show, H10 indicates the greater the competency skillset, the larger the readiness for HEPs to adopt MCs. This is because the HEPs should have higher skills to educate learners successfully. For example, the usage of blockchain technology by HEP educators can provide better guidance for learners during online learning (Alsobhi et al., 2023). In addition, the professional tools set usage of educators can minimise the learners’ training time and cost to achieve effective and efficient learning outcomes (Wheelahan & Moodie, 2021). H11 shows that learner centricity has a positive impact on MC implementation. This is because the HEPs need to provide learning options comprising online and face-to-face sessions to meet learners’ needs. Many of the HEPs have focused on implementing online learning during COVID-19 and forced the students to remain online. Therefore, the ownership of choosing the option between online and face-to-face can generate a better MC result that led to effective learning outcomes (El-Farra et al., 2022; Rof et al., 2023). In addition, the communication between educators and learners can establish a trust-based relationship that can smoothen the learning experience (Ramlall & Cross, 2021). For example, with support from educators, learners can achieve professional standards by having academic freedom such as learning engagement.

In conclusion, while the popularity of MCs amongst the general Malaysian population is still relatively low owing to poor marketing and awareness levels, the degree of readiness amongst Malaysian HEPs Indicates a favourable upward trend with more recognising the potential of MCs in meeting the evolving needs of learners and the job market both domestically and internationally. This is especially seen in rapidly evolving technological fields such as healthcare, C&M, and engineering.

In conclusion, while the popularity of MCs in the general Malaysian population is still relatively low owing to poor marketing and awareness levels, the degree of readiness amongst Malaysian HEPs is definitely indicating an upward trend with more and more recognising the potential of MCs in meeting the evolving needs of learners and the job market both domestically and internationally. This is especially seen in rapidly evolving technological fields such as healthcare, communications & multimedia and engineering.

HEPs play a crucial role in the successful integration of MC programmes in Malaysia. To begin with, there is a pressing need for HEPs to enhance the promotion of MC programmes, as awareness and marketing efforts have been inadequate thus far. Moreover, fostering collaborative relationships between HEPs, industry experts, and employers is imperative to bridge the significant gap between academia and the dynamic job market. HEPs should allocate sufficient financial resources and invest in digital technologies to facilitate MC learning effectively. Equally important is the continuous training and development of educators to equip them with the skills necessary to design and deliver interactive, engaging, and effective MC-based lessons, ensuring that learners derive maximum benefit from these innovative programmes.

Moving forward for the future direction for MCs in Malaysia involves a multi-stage approach. To propel the implementation of MC programmes effectively, it is imperative to establish a harmonised integration between conventional degree programmes and MC offerings, creating diverse and flexible learning pathways. Additionally, the focus should be on enhancing industry recognition and credibility and aligning MC programmes, employers’ needs, and expectations. Promoting lifelong learning within the workplace is essential to facilitate continuous professional and career development, making MC an integral part of this journey. Furthermore, leveraging technological advancements for secure and efficient MC delivery is crucial.

In the development of new MC programmes, collaboration with industry stakeholders through group discussions is vital to identify the specific skills and knowledge demanded by the job market. Standardising syllabi ensures transparency and consistency across MC offerings. Exploring options to cover MC learning fees under the Human Resources Development Cooperation (HRDC) can boost acceptance and motivation among learners, making MCs a more accessible and appealing choice for professional development. These recommendations and strategies pave the way for a promising future for MCs in Malaysia’s educational landscape.

This research project is jointly funded by Malaysian Communications and Multimedia Commission Digital Society Research Grant Project Code: MCMC(RED)700-8/2/11/JLD.4(15) and UCSI University REIG Grant Project Code REIG-ICSDI-2022/070