Design and Implementation of a Micro-Credential Framework at King Mongkut's University of Technology Thonburi (KMUTT), Thailand
Keywords:
Micro-credential, Education, Framework design, Real-world competenciesAbstract
Micro-credentials are increasingly recognized as a flexible and targeted mechanism for bridging the divide between traditional higher education and evolving workforce demands. This study details the development and implementation of a micro-credential framework at King Mongkut’s University of Technology Thonburi (KMUTT), Thailand, adapted from the Digital Promise model to align with Thailand’s Outcome-Based Education (OBE) principles. Unlike conventional models that emphasize content mastery alone, this framework prioritizes competency-based assessment, real-world skill validation, and collaboration with industry stakeholders. The framework was constructed through a structured, three-phase methodology: (1) Planning, involving a review of global practices to identify transferable components; (2) Development, aligning competencies, assessments, and digital credentialing with KMUTT’s academic infrastructure; and (3) Application, through pilot implementation in four domains—business, technology, education, and science and engineering. Evaluation was conducted using user participation data, and internal quality review processes to assess usability and learner engagement. During the first year of implementation, 24 micro-credentials were developed and launched across the four categories. Platform usage data indicated increasing learner interest alongside challenges in assessment completion, highlighting the need for learner support and clearer communication of credential value. This paper offers a practical and scalable model for integrating micro-credentials into higher education systems, particularly where OBE is present but lacks mechanisms for verifying applied competencies. It further identifies implementation challenges and outlines directions for future research in credentialing and workforce-aligned educational design.
References
Altuna, J., Braun, C., Darmanin, M., Dragan, M., Göz, U., Hochrinner, H., & Siivonen, M. (2023). Micro-Credentials Exchange Network: Implementation Framework (Version 1.0). Retrieved March 15, 2025, from https://knowledgeinnovation.eu/kic-publication/micro-credentials-exchange-network-implementation-framework/
Baxley, C. (2024). Unlocking the benefits: 5 key reasons for earning micro-credentials. Retrieved March 15, 2025, from https://digitalpromise.org/2024/04/11/unlocking-the-benefits-5-key-reasons-for-earning-micro-credentials/
Calonge, D. S., & Shah, M. A. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic review of the literature. International Review of Research in Open and Distributed Learning, 17(5), 67–90. https://doi.org/10.19173/irrodl.v17i5.2675
Camilleri, A. F., Poličnik, J., Kamšek, K., & Darmanin, M. (2022). Guide to design, issue, and recognise micro-credentials. Turin, Italy: European Training Foundation (ETF).
Che Ahmat, N. H., Bashir, M. A. A., Razali, A. R., & Kasolang, S. (2021). Micro-credentials in higher education institutions: Challenges and opportunities. Asian Journal of University Education, 17(4), 373–385. https://doi.org/10.24191/ajue.v17i3.14505
Digital Promise. (2016). Micro-credentials: Igniting impact in the ecosystem. Retrieved March 15, 2025, from https://digitalpromise.org/reportsandresources/micro-credentials-igniting-impact-in-the-ecosystem/
Digital Promise. (2018). Micro-credential platform: Educator walkthrough (Version 2.0). Retrieved September 19, 2025, from https://digitalpromise.org/wp-content/uploads/2018/06/Digital-Promise-Micro-credential-Platform-Educator-Walkthrough-Version-2.0.pdf
Galindo, M., Fennelly-Atkinson, R., Franklin, K., & Luna, C. (2024). The role of micro-credentials in lifelong learning and development: Empowering learners, empowering organizations. Redwood City, CA: Digital Promise. https://doi.org/10.51388/20.500.12265/225
European Commission. (2022). A European approach to micro-credentials. Retrieved March 15, 2025, from https://education.ec.europa.eu/education-levels/higher-education/micro-credentials
Jayraman, R., & Banerjee, A. (2021). Micro-credentials in education: Bridging the digital skills gap and enhancing employability. Retrieved March 15, 2025, from https://www.tcs.com/what-we-do/industries/education/white-paper/micro-credentials-education-bridging-digital-skills-gap
Lim, C. L., Nair, P. K., Keppell, M. J., Hassan, N., & Ayub, E. (2018). Developing a framework for the university-wide implementation of micro-credentials and digital badges: A case study from a Malaysian private university. In Proceedings of the 2018 IEEE 4th International Conference on Computer and Communications (ICCC) (pp. 1715–1719). Chengdu, China: IEEE. https://doi.org/10.1109/CompComm.2018.8780706
Malaysian Qualification Agency. (2020). Guidelines to good practices: Micro-credential. Retrieved March 15, 2025, from https://www2.mqa.gov.my/qad/v2/garispanduan/2020/GGP%20Micro-credentials%20July%202020.pdf
MICROBOL Project. (2022). Micro-credentials linked to the Bologna Key Commitments: Common framework for micro-credentials in the EHEA. Retrieved March 15, 2025, from https://microcredentials.eu/wp-content/uploads/sites/20/2021/02/Microbol_State-of-play-of-MCs-in-the-EHEA.pdf
Ministry of Advanced Education and Skills Training. (2021). Micro-credential framework for B.C.’s public post-secondary education system. Retrieved March 15, 2025, from https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/micro-credentials/mc_framework.pdf
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63–S67. https://doi.org/10.1097/00001888-199009000-00045
New Zealand Qualifications Authority. (2024). Guidelines for micro-credential listing, approval, and accreditation. Retrieved March 15, 2025, from https://www2.nzqa.govt.nz/assets/Tertiary/Approval-accreditation-and-registration/Micro-credentials/Guidelines-for-micro-credentials-January-2024.pdf
Organisation for Economic Co-operation and Development. (2021). Education policy perspectives: Micro-credential innovations in higher education: Who, what and why? Retrieved March 15, 2025, from https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/09/micro-credential-innovations-in-higher-education_c323077b/f14ef041-en.pdf
Organisation for Economic Co-operation and Development. (2023). Public policies for effective micro-credential learning: Key findings and policy messages. Organization for Economic Co-operation and Development. Retrieved March 15, 2025, from https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/12/public-policies-for-effective-micro-credential-learning_c27d3563/a41f148b-en.pdf
O’Leary, P., Dooley, Z., & McCarthy, K. (2022). A quality framework for HE micro-credentials. In Proceedings of the 8th International Conference on Higher Education Advances (HEAd’22) (pp. 1–8). València, Spain: Universitat Politècnica de València. https://doi.org/10.4995/HEAd22.2022.14673
Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. Deakin University. Retrieved March 15, 2025, from https://dteach.deakin.edu.au/wp-content/uploads/sites/103/2019/08/Making-micro-credentials-work-Oliver-Deakin-2019-full-report.pdf
Otago Polytechnic. (2018). Micro-credential assessment writer: Assessment criteria and requirements. Retrieved March 15, 2025, from https://edubits.nz
Ponte, F., & Saray, V. (2019). The evolution of a micro-credential. In Y. W. Chew, K. M. Chan, & A. Alphonso (Eds.), Personalised learning: Diverse goals, one heart (pp. 546–551). Singapore: Singapore University of Social Sciences. https://doi.org/10.14742/apubs.2019.328
Resei, C., Friedl, C., Staubitz, T., & Rohloff, T. (2019). Micro-credentials in EU and global: Result based on feedback by all CORSHIP partners. Retrieved March 15, 2025, from https://www.corship.eu/wp-content/uploads/2019/07/Corship-R1.1c_micro-credentials.pdf
Ruddy, C., & Ponte, F. (2019). Preparing students for university studies and beyond: A micro-credential trial that delivers academic integrity awareness. Journal of the Australian Library and Information Association, 68(1), 56–67. https://doi.org/10.1080/24750158.2018.1562520
Shapiro Futures, H., Andersen, T., & Larsen, K. N. (2020). A European approach to micro-credentials: Output of the micro-credentials higher education consultation group – Final report (December 2020). Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/30863
Sithitavorn, K., Khlaisang, J., Thammetar, T., Theeraroungchaisri, A., & Duangchinda, V. (2024). Empowering lifelong learning: Deployment and implementation of micro-credentials through employment liaison and quality control in Thailand – A focus on King Mongkut’s University of Technology Thonburi (KMUTT) and Thai MOOC. In Higher Education and e-Learning in ASEAN (Vol. 3, pp. 36–52). Daegu, Republic of Korea: ACU Secretariat (ASEAN Cyber University Secretariat).
Teerawichitchainan, B., Pothisiri, W., Knodel, J., & Prachuabmoh, V. (2019). Thailand's older persons and their well-being: An update based on the 2017 Survey of Older Persons in Thailand. London, UK: HelpAge International. https://doi.org/10.13140/RG.2.2.25499.28962
TPG-LRC CoRe Working Group. (2024). Micro-credentials for higher education institutions: Approaches developed in the EHEA using peer support. Retrieved March 15, 2025, from https://www.cimea.it/Upload/Documenti/Micro-credentials%20in%20HE_1.pdf
United Nations Educational, Scientific and Cultural Organization. (2022). Towards a common definition of micro-credentials. Paris, France: UNESCO.
Vandeweyer, M., Espinoza, R., Reznikova, L., Lee, M., & Herabat, T. (2020). Thailand’s education system and skills imbalances: Assessment and policy recommendations (OECD Economics Department Working Papers No. 1641). Paris, France: OECD Publishing.
Vasilev, I. (2024). A model of design and implementation micro-credentials in TVET: A promising and flexible pathway to employment and skill development. International Journal of Current Science Research and Review, 7(12), 18. https://doi.org/10.47191/ijcsrr/V7-i12-18
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Suan Dusit University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
