Purpose Sustainability-focused micro-credentials delivered by European universities are growing. However, it is unknown how and to what extent sustainability competences are being taught within these programmes. The purpose of this study is to explore the nexus of European micro-credentials, sustainability competence integration and active learning pedagogies to examine how they interact in practice and whether they provide a transformative or instrumental education for professional learners. Design/methodology/approach A mixed-method analysis using quantitative content analysis and qualitative thematic analysis of 100 European sustainability-focused micro-credential course descriptions and learning objectives was used. A coding framework based on the GreenComp sustainability competence framework was collaboratively developed and directed content analysis was conducted in NVivo. Pedagogical approaches were coded and analysed. Findings Micro-credentials sampled addressed an average of three GreenComp competences displaying low breadth of competences, with instrumental competences more present than value-based competences. Less than half used active learning pedagogies. A positive relationship (r = 0.43) was found between active learning and the number of embedded competences. Poor communication of competences and reliance on transmissive pedagogies challenge micro-credentials’ potential for transformative sustainability education. Tensions are apparent between the interrelatedness of sustainability competences and the narrow, instrumental focus of many micro-credentials. Active learning and improved transparency of competence communication may enhance their educational and transformational value. Originality/value To the best of the authors’ knowledge, this study is the first to analyse how sustainability competences and pedagogical strategies are embedded in a large data set of university-provided, publicly available European sustainability micro-credential course descriptions using the GreenComp framework between March and April 2025. This study contributes a novel understanding of the presence and teaching of sustainability competences within European micro-credentials.
Gallagher et al. (Thu,) studied this question.