Institutional readiness for the implementation of micro-credentials in higher education

Micro-credentials (MCs) are gaining traction in higher education, aligning with Open, Flexible, and Distance Learning (OFDL) ideals. Despite the growing interest, their full impact on academia is still being debated. This highlights the need for research into the institutional factors essential for integrating MCs successfully, particularly as they bridge traditional education with OFDL modalities. Our study utilized the Delphi method, engaging 12 experts on MCs in higher education. These professionals shared their experiences and the challenges of implementing these programs. A thematic analysis yielded an Institutional Readiness for MC Implementation (IRMI) framework with 12 dimensions, revealing key internal and external factors that offer both operational and strategic approaches for successful MC implementation. These include human and financial resources, infrastructure, accreditation, governance, curriculum, transferability, competitor, partnership, market demands, industry standards, and government policies. This framework can help institutions evaluate their readiness for integrating MCs and facilitate deployment within OFDL environments. It holds considerable implications for educational policy and practice, offering a systematic approach to help institutions adapt to emerging educational advancements The findings presented in the article lay the foundation for broader discussions about the strategic adoption of MCs, reinforcing their establishment as a core feature of modern higher education.