Although educational practices resembling micro-credentials have existed for several decades, only recently have micro-credentials gained strategic prominence in educational policies across various countries. Increasingly recognised as a mechanism for enhancing employability in the 21st century, micro-credentials are grounded in the premise that education must equip individuals to respond effectively to dynamic shifts in the labour market. Within this context, micro-credentials are typically offered through short, modular programs designed to foster highly specific and market-relevant competencies. In some national contexts, micro-credentialing programs are aligned with national qualifications frameworks, serving as a quality assurance mechanism in the development and implementation of such programs. One of their key advantages lies in their flexibility, which facilitates adult learners’ access to education and supports their (re)integration into the labour market.

Recognising micro-credentials as a flexible form of adult education and a valuable tool for improving employability, this study presents findings from a qualitative inquiry conducted with directors and program coordinators in adult education institutions. The research was carried out in four adult education institutions selected to reflect geographic diversity and differing local labour market needs. A semi-structured interview protocol was developed to capture participants’ experiences with the implementation of micro-credentialing programs. The results of this preliminary study provide a foundation for developing more comprehensive research instruments aimed at examining the visibility and implementation of micro-credentialing programs.

Findings indicate that adult education institutions offer a wide range of micro-credentialing programs, with learner interest largely shaped by local labour market conditions. However, despite the diversity and adaptability of these programs, interest remains relatively low in some institutions. A key contributing factor is the limited recognition of micro-credentials among employers, which, in turn, affects adult learners’ motivation to enrol. Additionally, the length of some programs poses challenges for employed learners, who often struggle to balance their professional responsibilities with program requirements. Participants in this study also highlighted challenges in aligning these programs with the national qualifications framework, a factor that significantly influences the design of micro-credentialing programs.

Although the findings do not lend themselves to generalization, they provide significant insights that can inform the development of a more comprehensive framework for further research on this educational modality. Moreover, the results point to the need for clearer strategies to enhance the visibility and recognition of micro-credentialing programs – both among adult learners and employers – as a means of strengthening their relevance and impact in contemporary labour markets.

Keywords: Micro-credentials, adult education, adult education institutions, institutional challenges.