Micro-credentials have been identified as a means of addressing inequality issues in higher education (Bideau and Kearns, 2022). Our presentation, drawing on examples from Ireland’s National MicroCreds project, will explore how micro-credentials can improve accessibility and inclusivity in higher education by providing flexible, affordable, and high-quality learning opportunities that are accessible to learners from diverse backgrounds.
With the changing face of the workplace and the availability of new tools and approaches, the demand for lifelong learning and professional development opportunities is expected to grow (OECD, 2021). Micro-credentials have the potential to become an increasingly popular method for individuals, regardless of circumstance or background, seeking to advance their careers or improve their lives.
However, although micro-credentials represent an opportunity to tackle accessibility and inclusivity issues in higher education, it is important to mirror the student experience with the principles of this learning movement. For micro-credentials to reach their potential then they must be designed with accessibility and inclusivity in mind from the outset of the design process. This can be achieved by focusing on the student-centred learning principles of Universal Design for Learning (UDL).
The purpose of UDL is to improve the learning journey for all students by incorporating teaching and assessment approaches that address the specific needs, strengths, and circumstance of all students. UDL offers a set of principles for curriculum design and development that strives to reduce education inequality by offering all students equal opportunities to learn (Griful-Freixenet et al, 2021). Marrying micro-credentials with UDL principles brings together two mechanisms for improving accessibility and inclusivity in higher education. This represents both a great opportunity and a grand challenge.