Teacher training is a fundamental driver of national development and progress. However, in countries affected by armed conflict or undergoing economic and social transformation, access to education and the quality of teaching are often severely compromised. This paper explores the potential of micro-credentials (MC) in supporting the continuous professional development of teachers, with a particular focus on developing countries such as Albania and Montenegro, as well as conflict-affected regions like Ukraine, within the framework of the international CRED4TEACH project. While short courses have long been offered by various institutions, the concept of MC has gained prominence only in recent years. These flexible, short-term learning models, often delivered through distance or blended learning formats, have become increasingly relevant, particularly in higher education institutions, as they align with the evolving demands of the job market. In this context, teacher professional development through MC emerges as a powerful tool, providing rapid and targeted training solutions to address existing educational gaps. By integrating essential 21st-century skills, such as digital competencies, micro-credentials contribute to making educational systems more effective, adaptive, and responsive to the needs of both educators and learners.

The CRED4TEACH project aims to address the previously identified needs and challenges in the three target countries by establishing national and institutional accreditation mechanisms, developing and implementing MCs, and evaluating pilot MC programs. The ultimate goal is to empower these beneficiary countries to enhance personal and professional development opportunities for their teachers, thereby strengthening their educational systems and fostering long-term improvements in teaching quality.

In this paper, the authors will explore the process of developing national and institutional frameworks for the implementation of MCs in three target countries - Albania, Montenegro, and Ukraine. The paper will examine the challenges, strategies, and best practices involved in establishing accreditation mechanisms, quality assurance processes, and institutional policies that support the adoption of MCs in teacher professional development. Furthermore, the paper will provide a comparative perspective, positioning these efforts within the broader European context. It will assess how the implementation of MCs in these three countries aligns with or diverges from European policies, guidelines, and initiatives in lifelong learning and teacher training.

Keywords: Teacher training, Micro-credentials, CRED4TEACH.