Integrating Micro-Credentials into Undergraduate Programmes: Employer, Educator, and Student Perspectives in the UAE

Abstract

The evolving demands of the global workforce have led to a greater emphasis on flexible, competency-based educational models in higher education. Micro-credentials have emerged as an important tool to bridge the gap between academic qualifications and industry requirements by providing targeted, verifiable learning outcomes. This study investigates the integration of micro-credentials into undergraduate programmes at a higher education institution in the United Arab Emirates (UAE). Using a pragmatic stance and an explanatory sequential mixed-methods design, the study first collects quantitative data and then explains these results through qualitative inquiry. It examines the perceptions of students, faculty, and employers regarding the acceptance, benefits, and challenges of micro-credentials and identifies key skills considered essential for enhancing graduate employability. The research addresses issues related to quality assurance, standardisation, and institutional implementation frameworks within the broader context of the UAE’s national strategies for economic diversification and human capital development. The findings aim to inform higher education policymakers and practitioners on how to effectively incorporate micro-credentials to support Emiratisation efforts and improve workforce readiness. This study contributes to the existing body of knowledge on micro-credentials by providing a comprehensive analysis of stakeholder perspectives. It also offers practical recommendations for designing and implementing such programmes within higher education institutions in the UAE and similar contexts.