JAMMO ISSN 2146-3328

Micro-credentials have emerged as a prominent reform initiative in higher education and workforce development, promising flexible, competency-based alternatives to traditional qualifications. Despite rapid expansion, their integration into higher education systems remains uneven, constrained by fragmented governance arrangements, contested institutional recognition, weak employer trust, and limited interoperability across digital credential infrastructures. This article develops an integrated conceptual framework for analysing how micro-credentials are reshaping the governance, legitimacy, and recognition of credentials within higher education systems.