Micro-credentials in graduate teacher education: competency gains, expert appraisal, and conditions for stackability

Sovetkanova D. Amirzhanova G. Abilova O. Adilzhanova K. Aitzhanova E.
2026 Frontiers Media SA

Frontiers in Education
2026 #11

Introduction: Micro-credentials arranged as a stackable degree are increasingly used as a targeted upskilling tool in master’s programmes in teacher education; however, empirical evidence on competence gains and the portability of this model into university pathways remains limited. This study aimed to quantify within-cohort competence gains associated with five micro-programmes and to specify conditions for institutional integration. Methods: A pre–post quasi-experimental design without a control group was implemented across five independent cohorts of master’s students (N = 100). Each participant completed one programme (Andragogue-Educator, Teacher-Mediator, Teacher-Game-Based Learning, Teacher-Career Guidance, or Teacher-Facilitator). Outcomes were measured with a 12-item scale comprising five subscales (educational technologies, adaptability, digital literacy, interactive methods, mediation/facilitation), with internal consistency α = 0.84. Normality was assessed using the Shapiro–Wilk test; within-group pre–post changes were tested via paired t-tests with Holm adjustment. Effect sizes were reported as d_(z) with 95% confidence intervals. In addition, expert appraisal was conducted (Kendall’s W), and students’ essays were analysed thematically. Results: In the pooled sample, all subscales showed statistically significant gains (all p <.001), with large effect sizes (d_(z) = 1.12–1.25) and confidence intervals excluding zero. The largest improvements related to educational technologies and interactive methods. Expert ratings were highest for practical applicability and integration of digital tools, with strong inter-rater agreement (W = 0.84, p <.001). Discussion: A practice-oriented micro-module design was associated with rapid classroom transfer and sizeable within-cohort gains in applied competencies. Programme profiles are reported descriptively and triangulated with expert appraisal and qualitative evidence; no inferential between-programme comparisons were conducted. Implications include early placement of applied modules within the study pathway, formalised portfolios and rubrics for RPL/credit recognition, and partnerships with schools and EdTech providers. Limitations include the absence of a control group, lack of factorial validation for the scale, and a short observation window; delayed follow-ups and repeated-measures models are warranted. Copyright

competence assessment , DigCompEdu , master’s in teacher education , micro-credentials , stackable degree , TPACK

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Department of Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Preschool and Primary Education, Faculty of Innovation Education, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
General Education Subjects Department, Shakarim University of Semey, Semey, Kazakhstan

Department of Pedagogy
Department of Preschool and Primary Education
General Education Subjects Department

10 лет помогаем публиковать статьи Международный издатель

Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026