Meso and macro-level impacts from implementing open badges and microcredentials—A scoping review

Abstract

In this scoping review, we discuss the impacts of open recognition technologies reported in 83 studies, focusing on observed impacts at the meso levels (effects on institutions and groups) and macro levels (effects on society). We found that open badging/microcredentialing practices can improve student engagement, facilitate shifts in faculty and institutional policies and practices, align with employer needs and skills frameworks, and promote stronger communities of practice/learning. Most of the research has been in primary/secondary education, despite the initial promise of open credentialing technology as a democratizing agent of education that could spread the burden of lifelong learning across traditional educational/non-educational entities. Fewer studies considered impacts at the meso-level outside of education, and even fewer discussed findings at the macro level of society. These findings were derived from a review of all articles published in ERIC, Scopus, and Proquest on microcredentials/open badges, screening for effects at the meso and macro levels of impact, since the initiation of open badges in 2012.