Ibáñez Ayuso, María JoséIbáñez Ayuso, María José2025-11-212025-11-212025-03-24Ibáñez Ayuso, M J 2025, 'Decoding Micro-Credentials : Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework', Journal of Learning for Development, vol. 12, no. 1, pp. 33-46. https://doi.org/10.56059/jl4d.v12i1.13552311-1550https://hdl.handle.net/10641/6497Publisher Copyright: © 2025, Commonwealth of Learning. All rights reserved.Micro-credentials have gained significant interest due to their potential to create flexible learning pathways and offer real-time, up-to-date training for the rapidly evolving labour market. Additionally, international organisations have highlighted their capacity to elevate the value of non-formal education and foster inclusive higher education ecosystems involving diverse stakeholders. This research critically examined the initial conceptualisation of micro-credentials, as presented in foundational OECD and European Commission documents, emphasising their objectives, their role in formal and non-formal education, and the inclusion of diverse actors. A systematic review of completed Erasmus+ projects integrating micro-credentials was conducted using the PRISMA protocol to explore their practical application, including the types of competencies developed, delivery frameworks, and actors involved. Findings reveal a disconnect between the initial intentions and real-world implementations, with a predominant focus on professional competencies, limited engagement with non-formal education, and insufficient involvement of diverse stakeholders. The study concludes with recommendations to harness the full potential of micro-credentials to revitalise higher education by embracing a holistic, inclusive, and equity-driven approach.14441984enghttp://creativecommons.org/licenses/by-nc-nd/4.0/micro-credentialsnon-formal educationsoft-skillsuniversityEducationYesyesjournal articleopen access10.56059/jl4d.v12i1.1355https://www.scopus.com/pages/publications/105001443363https://www.scopus.com/pages/publications/105001443363#tab=citedBy