Abstract

Open micro-credentials (MCs) have gained increased popularity and acceptance in higher education for recognizing and certifying educational endeavors. This systematic literature review examines research on open MCs in higher education, from 2016 to 2022. Out of 659 identified studies, seventy-five were included in the final analysis. Although the results indicated a momentum increase in research on MCs, they also revealed geographical disparity, with most studies conducted in the United States and Australia. Through deductive thematic analysis of the literature, six best practices for MCs were identified: aligning with established frameworks and standards, employing rigorous assessment methods, defining clear learning outcomes, ensuring industry relevance and accessibility, providing flexible learning pathways, and maintaining the credibility and recognition of issuing organizations using digital badges. Additionally, the study reports on the design, validation, and recognition processes of MCs. Several recommendations are provided on optimal design and recognition strategies for MCs.