Implementing micro-credentials and digital badges for flexible learning: A reflective institutional design study in Australian higher education

Authors

DOI:

https://doi.org/10.25619/xggk3r29

Keywords:

micro-credentials, digital badges , flexible learning, instructional design, private higher education, credential implementation

Abstract

The COVID-19 pandemic has amplified the demand for flexible learning solutions in higher education, with micro-credentials and digital badges emerging as strategic responses. This paper presents a reflective institutional design study that documents the development and early-stage implementation of micro-credentials and digital badges at a private Australian higher education provider. It outlines the strategic rationale, instructional design decisions, and digital credentialing strategies used to enhance learner engagement and support modular learning pathways. The paper also introduces a proposed micro-credential design framework aligned with credit point pathways. This paper offers practical insights and lessons relevant to other institutions aiming to align flexible learning offerings with industry needs. Examples of developed micro-credential courses and digital badge pilots are provided to illustrate the institutional strategy model. Key challenges related to quality assurance, scalability, and the recognition of alternative credentials are also discussed.

Author Biographies

  • Xiaoxia Wang, RMIT University

    Dr Xiaoxia (Spice) Wang is Senior Educational Practice Specialist at RMIT University’s Centre for Educational Innovation & Development. With two decades’ experience across academic, professional and commercial settings, she specialises in digital education, curriculum design and academic development. Xiaoxia (Spice) holds a PhD in digital learning and teacher education and is a Senior Fellow of Advance HE. Drawing on a broad toolkit of pedagogy, learning technologies and higher-education practice, she now drives university-wide enhancements to assessment and the student experience—providing guidance on assessment design, course aggregation/disaggregation, student workload and credit allocation across diverse learning contexts to deliver flexible, learner-centred education.

  • Scott Richardson, Abu Dhabi Hospitality Academy Les Roches

    Professor Richardson is currently Academic Dean at Abu Dhabi Hospitality Academy Les Roches and has held senior academic leadership roles on institutions in Australia, Singapore, Malaysia and the United Arab Emirates. He also has extensive tourism and hospitality industry experience, having worked in the industry for more than 10 years. During this period, he worked in hotels, tourism and event companies, as well as the travel industry. Professor Richardson is the author of more than 50 publications in leading tourism and hospitality journals and conference proceedings and was a member of the United Nations World Tourism Organisation Panel of Tourism Experts.

  • Ian Rouse, University of Puthisastra

    Professor Ian Rouse is the President and Vice-Chancellor, University of Puthisastra, Cambodia. He  has a career working in and contributing to knowledge in both Higher Education and Industry. His passion for Education, Global Health and empowering all people – together with expertise in leadership and management, information management and cultural diversity has led him to make significant contributions to many people in Australia and the Asia-Pacific Region.

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Published

2025-07-14

Data Availability Statement

This paper is a reflective institutional design study. It does not rely on formally collected empirical data but instead draws upon the authors' professional experiences, reflective practices, institutional documentation, and teaching-related observations. Therefore, no additional data sets or supplementary empirical data are available.

Issue

Vol. 2 No. 1 (2025)

Section

Research Articles

License

Copyright (c) 2025 Xiaoxia Wang, Scott Richardson, Ian Rouse

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