Systematic Review of Micro-Credentials in Engineering Education

• M.G. Kanakana-Katumba Department of Industrial Engineering, Tshwane University of Technology, Pretoria, South Africa https://orcid.org/0000-0001-7475-2131
• K.A. Bello Department of Mechanical Engineering, Durban University of Technology, Durban, South Africa https://orcid.org/0000-0003-2543-2590
• T.Y. Chuengwa Department of Industrial Engineering, Tshwane University of Technology, Pretoria, South Africa https://orcid.org/0000-0002-1618-2350
• A. Adeodu Department of Industrial Engineering, Tshwane University of Technology, Pretoria, South Africa https://orcid.org/0000-0003-4438-2867
• T.K. Ramasu Department of Industrial Engineering, Tshwane University of Technology, Pretoria, South Africa https://orcid.org/0000-0002-2774-1007

DOI:

https://doi.org/10.7166/37-2-3269

Abstract

The rapid evolution of the job market demands upskilling and reskilling, challenging traditional higher education systems. Micro-credentials, offering verifiable skills that are often delivered online, present a promising solution. This study conducted a systematic literature review of 5,940 publications, narrowing them down to 75 for detailed analysis. The findings show that integrating micro-credentials into higher engineering education is gaining awareness as a way to meet the shifting needs of learners and industry. Institutions are increasingly required to provide relevant, adaptable courses that are aligned with engineering career paths. This study offers valuable insights for stakeholders who aim to enhance the relevance of engineering education in a digital era.