Higher education is on demand for flexible, modular, and work-oriented learning solutions. This paradigm shift is primarily driven by the rapid evolution of labour market requirements, and the green and digital transitions. The current European Commission’s Union of Skills initiative responds to these challenges by promoting lifelong learning to strengthen competitiveness and resilience of industries. The need for educational offerings that can adapt to both individual and societal needs is evident. Conventional degree structures are being complemented – and indeed challenged – by more agile, stackable forms of learning. These allow for personalised educational pathways and lifelong upskilling.

Micro-credentials, including digital open badges, have emerged as pivotal tools for recognising, developing and validating skills across institutional and disciplinary boundaries. These credentials provide transparent, verifiable evidence of specific competences, facilitating communication of skills to employers by learners and enabling institutions to support flexible curriculum design. Furthermore, micro-credentials have been shown to foster collaboration between higher education, industry and other stakeholders, enabling the co-creation of learning experiences that are directly aligned with real-world demands.

There is a growing need to develop successful "partial degrees" that meet industry needs, not just focus on “passion degrees” based on individual interests. Partial degrees, which consist of modular, recognised learning units, provide learners with the opportunity to accumulate meaningful qualifications over time, even in the absence of the completion of a full degree programme. This approach is conducive to meeting the diverse learning needs of students, promoting lifelong learning, and ensuring that higher education remains relevant and accessible in a rapidly changing world.

The present study is founded upon the most recent research and European perspectives on micro-credentials and short learning experiences, with a focus on developing a comprehensive framework for flexible higher education. The research was guided by the following questions:

1. What are the key barriers preventing the adoption of modular, flexible, and work-oriented learning models in higher education?
2. Which opportunities and strategies can drive the successful implementation of micro-credentials and partial degrees?
3. How can cross-institutional and international collaboration contribute to the development of a comprehensive framework for flexible higher education?

The research integrates insights from international policy developments, empirical studies, and practical implementations in order to identify effective strategies for embedding modularity and recognition of prior learning into higher education systems. The overarching objective is to enhance accessibility, relevance, and adaptability in higher education, thereby ensuring that institutions are able to respond proactively to the challenges and opportunities presented by the current socio-political climate

Data were collected from three cross-institutional, international workshops held in 2026. The workshops employed an interactive, collaborative format, inviting participants to identify key barriers and opportunities related to the adoption of research-based, modular, learner-centered educational models. All discussions were systematically documented for research purposes. A qualitative thematic analysis was conducted on the discussions, enabling the identification of recurring themes, challenges, and proposed solutions as articulated by participants. The analysis focused on capturing the diversity of perspectives and the co-creation of actionable strategies for enhancing accessibility and adaptability in higher education.

Expected, preliminary findings highlight several critical barriers, including institutional inertia, lack of standardized recognition mechanisms, and challenges in integrating micro-credentials into existing curricula. Cooperation with industries is also not functioning optimally yet. Conversely, we seek to identify opportunities such as increased learner agency, cross-institutional collaboration, and the potential for micro-credentials to address rapidly evolving skills needs. The workshop outcomes contribute to the ongoing international dialogue on flexible learning and inform the development of frameworks that support sustainable educational innovation.

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