Educators Take Charge: The Potential of Micro-Credentials

Purpose In this paper, I examine how micro-credentials (MCs) might help address persistent challenges in teacher professional development. I argue that the impact of MC on teacher practice depends both on individual engagement and system-level strategies, policies, and cultural contexts. Design/Approach/Methods The discussion is framed around cases of three teachers. These are intended to illustrate contrasting approaches to and outcomes of professional learning opportunities. These cases are then connected to a broader analysis of implementation strategies that draws on existing research, policy documents, and reform frameworks. Findings MCs have the potential to enhance teacher agency, personalized learning, and relevance when supported by systems and structures designed to value professional judgment and provide time for collaboration. Without systemic change, supportive policies, and cultural change, MCs risk being reduced to yet another compliance activity. Implementation will also vary across centralized and decentralized systems. Emerging technologies such as artificial intelligence may further shape how MCs are designed, assessed, and sustained, creating both opportunities and risks. Originality/Value By integrating a view of teacher-level experiences with system-level strategies and policies, and by extending the analysis to global contexts and technological possibilities, the paper offers a framework for understanding how MCs can support teachers to assume greater control of their professional learning.