An integrated design framework for sustainability-focused micro-credentials in higher education

Purpose Micro-credentials are increasingly positioned within European higher education as flexible learning pathways that support the digital and green transitions while widening access, equity and lifelong learning. This paper aims to examine the design and evaluation of sustainability-focused micro-credentials using an integrated model combining Analysis, Design, Development, Implementation and Evaluation (ADDIE), ABC Learning Design and GreenComp: The European Sustainability Competence Framework. Design/methodology/approach This small-scale practice evaluation was conducted in two phases. Phase 1 adopted a design-based approach to examine the collaborative instructional design process undertaken by the research team as practitioner-designers. Phase 2 piloted the evaluation of learners’ self-reported sustainability competences within a single sustainability-focused micro-credential using a post-module survey that asked participants to retrospectively rate their perceived competences before and after completing the module. Findings Findings from this small-scale pilot suggest that the integrated model supported coherent curriculum and pedagogical design while facilitating the embedding of sustainability competences. Learners reported increased confidence and a greater perceived capacity to apply sustainability concepts in educational settings. Originality/value The study offers insights to guide the effective design and evaluation of sustainability-focused micro-credentials that advance transformative education for sustainable development.