The difference in the pace of development between the university and the labour market is leading companies to train their own candidates [1] resulting in the decline of the university diploma as a guarantee of access to the labour market [2]. Universities need to update both their teaching and assessment methods in order to demonstrate the skills and knowledge of candidates to employers.

One of the skills most in demand by companies is what are known as soft skills or digital skills.
Currently, these are acquired outside of the traditional training of university degrees [3]. However, many of the soft skills are already included in the curricula although they are not worked on in the classroom due to the pedagogical methods used and the little or no interaction between subjects. In our previous work, see for example [4], [5], the implementation of active methodologies based on projects under the STEAM ∀H paradigm (Science, Technology, Engineering, Arts, Maths and for All Humanity) allows soft skills to be worked on without the need for extracurricular activities.

Therefore, this article proposes a standardisation of the way universities work, on the one hand, by proposing a framework in which degrees with STEAM ∀H learning outcomes transform their traditional teaching methodologies into networked and interdisciplinary methodologies applied in projects and, on the other hand, by updating their evaluation systems to a micro/macro/mega credential system based on the STEAM ∀H disciplines.

This article proposes a system for defining and structuring qualitative credentials: the mega-credential (name of the qualification/degree), the macro-credential (between 3 and 5 macro-units obtained from the graduate profile) and the micro-credential (composed of several learning outcomes of the degree in question). With this new academic record employers will be able to identify the strengths and weaknesses of their potential employees at a glance.

The article shows the example of the application in the Degree of Industrial Design Engineering and Product Development at CEU Cardenal Herrera University.

References:
[1] Connley, C. Google, Apple and 12 other companies that no longer require employees to have a college degree. CNBC, 8 Oct 2018. https://www.cnbc.com/2018/08/16/15-companies-that-no-longer-require-employees-to-have-a-college-degree.html (retrieved 20 Feb 2024).
[2] Varadarajan, S., Koh, J. H. L., & Daniel, B. K. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government. International Journal of Educational Technology in Higher Education 20(1), 13.
[3] Devedzic, V., & Jovanovic, J. (2015). Developing open badges: A comprehensive approach. Etr&d-Educational Technology Research and Development, 63(4), 603-620.
[4] Montés, N., Hilario, L., Rivera, J., López, A., Ferrer, T., Verdejo, P., Juan, I., & Ábalos, A. (2023). The equilibrium challenge: A new way to teach engineering mechanics in architecture degrees. Education Sciences, 13(4), 398.
[5] Montés, N., Barquero, S., Martinez Carbonell, A., Aloy, P., Ferrer, T., Romero, P.D., Millan, M., del Saz Salazar, S. (2024). Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education. Education Sciences, 14(8), 888.

Keywords: STEAM ∀H, credentials, educational methodologies, skills, micro-credential, mega-credential, macro-credential.