Micro-Credentialing for Teacher Professional Development at Scale: A Meta-Synthesis of Technological Competence and Institutional Integration
Juma Yusuf Mnzile, Müyesser CeylanPurpose
This study examines the role of micro-credentialing in teacher professional development, with particular attention to technological competence in digitally mediated educational contexts. It addresses the fragmented understanding of micro-credentialing within teacher professional development at scale (TPD@Scale) through a qualitative meta-synthesis.
Design/Approach/Method
A qualitative meta-synthesis was conducted in accordance with established synthesis principles. Twenty-six empirical studies published between 2020 and 2025 were identified through a systematic search of eleven academic databases and analyzed using thematic coding and interpretive synthesis.
Findings
The findings indicate that micro-credentials are generally perceived as flexible, practice-oriented learning opportunities that support teachers’ technological competence. They complement rather than replace traditional professional development, although their effectiveness depends on institutional recognition, digital readiness, and policy support. Artificial intelligence (AI)-enhanced micro-credentialing offers opportunities for personalized learning while raising important issues related to governance, equity, and quality assurance. From a TPD@Scale perspective, sustainable professional development requires balancing flexibility with quality, equity, and efficiency.
Originality/Value
This study conceptualizes micro-credentialing as a system-level mechanism for teacher professional development rather than a stand-alone innovation. By synthesizing evidence across diverse contexts, it provides a framework for designing scalable, equitable, and sustainable professional learning systems.