MICRO-CREDENTIALS IN CHINESE HIGHER EDUCATION: QUALITY ASSURANCE, CREDIT RECOGNITION, AND WORKFORCE RELEVANCE

Abstract

Micro-credentials are emerging as flexible instruments for certifying focused learning, responding to technological change, and supporting lifelong learning. In China, the expansion of micro-specialties, short vocational programmes, digital learning platforms, and the 1+X certificate system creates a favorable environment for their development. This article examines micro-credentials through three interdependent concerns: quality assurance, credit recognition, and workforce relevance. Drawing on international scholarship and Chinese policy developments, it argues that a credible micro-credential must represent assessed learning rather than course participation, carry transparent information about level and workload, connect coherently with formal programmes, and communicate capabilities that employers can understand and trust. The literature reveals persistent risks including inconsistent terminology, fragmented standards, weak portability, and uncertain long-term value. The article proposes the TRUST Framework for Chinese higher education: Transparent standards and metadata, Rigorous assessment and quality assurance, Unified recognition and stacking, Strategic workforce alignment, and Trusted digital governance and learner protection. The framework positions micro-credentials as complements to degrees and as governed elements of a wider learning ecosystem.