Journal articles on the topic 'Credentials Management'

Academic credentials are representative evidence for knowledge or skills gained over a stipulated period of time by individuals. These credentials are expected to carry unique features that identify a particular individual. They should be managed and processed in such a way that they are secure and tampered proof. Traditional methods of credential management are characterized by inefficiency and vulnerability to fraud, forgery and manipulation. They also depend on intermediary centralized authorities which create bottle neck in the verification of credentials. Decentralized technologies such as blockchain and self-sovereign identity offer transformative alternatives to management and processing of academic credentials that could overcome the challenges with traditional methods. This paper presents a comprehensive review on the challenges in the traditional system of education, focusing on academic credential management and the use of decentralized technology for credential management. In this regard, existing literature that relates to three important issues (efficiency, transparency and security of data) in academic credential management is reviewed. Several studies on academic credential management that are based on blockchain technology have been reviewed and analyzed. More specifically, a comparative analysis of different credential management models in terms of efficiency, security and transparency is conducted. Based on the findings from this survey, a decentralized, efficient, transparent, immutable and secure solution for academic credential management in HEIs is possible. This survey contributes to the growing body of knowledge and can form a foundation for this important area of research. The identified research gaps are discussed, and recommendations are made as guide to future research direction in the adoption and implementation of decentralized credential management system in HEIs.

Traditionally, a learner's education credentials are maintained by each educational institution. When individuals need to prove their education, they rely on their educational institutions to certify their education and learning records. This paper proposes a decentralized, learner-managed education credentialing system based on blockchain, where the learners' credentials are issued once, stored in a distributed system, and the learners have full control over how and who can access their credentials. The authors present the procedures for credential issuance, selective disclosure of an individual's credentials chosen by each learner, and credential verification by a third party. A proof-of-concept smart contract system has been developed to demonstrate the functionality of the proposed framework. The smart contracts are programmed using the Solidity programming language and tested on the Remix IDE. The authors present this simulation of smart contracts to handle entity registration, credential information storage, credential verification, and educational financial transactions.

In recent times, electronic portfolios (e-portfolios) are being increasingly used by students and lifelong learners as digital online multimedia résumés that showcase their skill sets and achievements. E-portfolios require secure, reliable, and privacy-preserving credential issuance and verification mechanisms to prove learning achievements. However, existing systems provide private institution-wide centralized solutions that primarily rely on trusted third parties to issue and verify credentials. Furthermore, they do not enable learners to own, control, and share their e-portfolio information across organizations, which increases the risk of forged and fraudulent credentials. Therefore, we propose a consortium blockchain-based e-portfolio management scheme that is decentralized, secure, and trustworthy. Smart contracts are leveraged to enable learners to completely own, publish, and manage their e-portfolios, and also enable potential employers to verify e-portfolio credentials and artifacts without relying on trusted third parties. Blockchain is used as an immutable distributed ledger that records all transactions and logs for tamper-proof trusted data provenance, accountability, and traceability. This system guarantees the authenticity and integrity of user credentials and e-portfolio data. Decentralized identifiers and verifiable credentials are used for user profile identification, authentication, and authorization, whereas verifiable claims are used for e-portfolio credential proof authentication and verification. We have designed and implemented a prototype of the proposed scheme using a Quorum consortium blockchain network. Based on the evaluations, our solution is feasible, secure, and privacy-preserving. It offers excellent performance.

The development of a Micro-Credential Quality Management System (QMS) aims to ensure that micro-credentials are of high quality and aligned with industry needs. Micro-credentials provide formal recognition of specific competencies acquired through short-term, focused learning, offering an efficient means to address the rapidly evolving labor market and technological landscape. This research adopts a Research and Development (R&D) methodology, involving a preliminary study, system development, pilot testing, and validation, to create a robust QMS framework. The QMS focuses on establishing clear standards, rigorous assessment processes, continuous improvement, and collaboration with industry stakeholders to validate competencies. The pilot testing of the QMS in vocational high schools demonstrated its effectiveness in enhancing the relevance and recognition of micro-credentials. The system ensures that issued credentials are aligned with industry demands, improving graduates' employability and competitiveness. The findings indicate that a well-developed QMS for micro-credentials can address gaps in standardization and ensure that credentials are valid, reliable, and recognized across different sectors. The implementation of the QMS facilitates tailored skill acquisition, lifelong learning, and global recognition, making it a critical tool for enhancing workforce readiness and competitiveness.

ABSTRACT The field of facility management (FM) has existed alongside other related fields, such as engineering and construction, yet its place within traditional education pathways is less formalized than is the case with other areas of the built environment. As such, those seeking entry into the profession will discover that it is largely undefined and a function of experience, with many professionals looking to supplement their experience with credentials and continuing education to better prepare themselves for advancement in the FM profession. To better understand and evaluate the impact and value of FM credentials in the industry and for its members, data were collected through two online international surveys of FM professionals and FM organizations. The research was commissioned by the International Facility Management Association (IFMA). The results indicate that FM professionals experience value in attaining a credential, and their employers also benefit. The return on investment of the IFMA credentials was calculated to be 15:1 over five years.

The family of Role-based Trust management languages is used for representing security policies by defining a formalism, which uses credentials to handle trust in decentralized, distributed access control systems. A credential provides information about the privileges of users and the security policies issued by one or more trusted authorities. The main topic of this paper is RT⊖, a language which provides a carefully controlled form of non-monotonicity. The core part of the paper defines two different semantics of RT⊖ language – a relational, set-theoretic semantics for the language, and an inference system, which is a kind of operational semantics. The set-theoretic semantics maps roles to a set of entity names. In the operational semantics credentials can be derived from an initial set of credentials using a set of inference rules. The soundness and the completeness of the inference system with respect to the set-theoretic semantics of RT⊖ will be proven.

Much has been made of micro-credentials, and the ‘craze’ (Ralston, 2021) and ‘hype’ (Roy & Clark, 2019) they generate. One of the barriers to their success is that a definition of micro-credentials has not been widely agreed (Kato, Galán-Muros, & Weko, 2020). However, to succeed, micro-credentials need not just a definition, but a way to ensure they are valued, and bring value to key stakeholders: particularly learners, employers and providers. To this end, this provocation proposes a micro-credential value framework that sets out their key benefits and costs for learners.
 

The growing demand for secure and tamper-proof academic credential management has exposed the limitations of traditional systems, including susceptibility to fraud, inefficiency, and dependency on centralised authorities. Blockchain technology, with its decentralisation, immutability, and cryptographic security, offers a transformative approach to issuing, storing, and verifying academic credentials. This paper explores blockchain architectures—public, private, and consortium—and their application in academic systems. Applying smart contracts and decentralised architectures, blockchain improves trust and transparency and optimises credential checking. OpenCerts and eScroll are presented, referring to existing implementations, to demonstrate possibility and impact on the real world. The study outlines issues such as scale, privacy and interoperability Lastly, the study outlines directions for future research for enhanced blockchain use in managing academic credentials globally.

This paper proposes a novel and secure blockchain hyperledger sawtooth-enabled consortium analytical model for smart educational accreditation credential evaluation. Indeed, candidate academic credentials are generated, verified, and validated by the universities and transmitted to the Higher Education Department (HED). The objective is to enable the procedure of credential verification and analyze tamper-proof forged records before validation. For this reason, we designed and created an accreditation analytical model to investigate individual collected credentials from universities and examine candidates’ records of credibility using machine learning techniques and maintain all these aspects of analysis and addresses in the distributed storage with a secure hash-encryption (SHA-256) blockchain consortium network, which runs on a peer-to-peer (P2P) structure. In this proposed analytical model, we deployed a blockchain distributed mechanism to investigate the examiner and analyst processes of accreditation credential protection and storage criteria, which are referred to as chaincodes or smart contracts. These chaincodes automate the distributed credential schedule, generation, verification, validation, and monitoring of the overall model nodes’ transactions. The chaincodes include candidate registration with the associated university (candidateReg()), certificate-related accreditation credentials update (CIssuanceTrans()), and every node’s transactions preservation in the immutable storage (ULedgerAV()) for further investigations. This model simulates the educational benchmark dataset. The result shows the merit of our model. Through extensive simulations, the blockchain-enabled analytical model provides robust performance in terms of credential management and accreditation credibility problems.

This article is focused on the family of role-based trust management languages (RT). Trust management languages are a useful method of representing security credentials and policies in large distributed access control mechanisms. They provide sets of credentials that are assigned to individual roles performed by the specific entities. These credentials provide relevant information about security policies issued by trusted authorities and define user permissions. RT languages describe the individual entities and the roles that these entities play in a given environment. A set of credentials representing a given security policy defines which entity has the necessary rights to access a specific resource and which entity does not have such rights. This study presents the results of research focusing on the potential of the family of RT languages. Its purpose is to show how security policies may be applied more widely by applying an inference system, and then using the extensions of the credentials, by taking into account time-related information or the conditions imposed with regard to the validity of such credentials. Each of these extensions can be used jointly or separately, offering even a wider range of opportunities

The Micro-Credential Quality Management System (QMS) is designed as a dynamic framework to enhance graduate employability, self-learning ability, and innovation capacity in higher education. This study adopts a research and development (R&D) approach to develop, implement, and validate a QMS that ensures micro-credentials align with industry standards, competency-based learning, and labor market demands. The preliminary validation phase tested the QMS in both vocational and academic settings, involving key stakeholders such as educators, students, and industry professionals. The findings confirm that the system effectively bridges the gap between education and industry, ensuring credible, standardized, and globally recognized micro-credentials. The QMS fosters a flexible and competency-driven learning environment, enabling graduates to acquire targeted skills that enhance career growth and workforce readiness. This study highlights the importance of continuous evaluation, industry collaboration, and standardization in optimizing the implementation of micro-credentials. The research contributes to the advancement of quality assurance in micro-credentialing, reinforcing its role as a transformative tool for lifelong learning and professional development.

The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications.

Since the onset of the pandemic of COVID-19, the academic world has been making efforts to popularize micro-credentials. In medical education, medical interns would become doctors in their specific specializations. For becoming doctors, the medical interns would apply for a doctor’s license which requires the authorities to verify the credentials of the medical interns. The present paper presents a secure application deploying Blockchain to manage the micro-credentials and the specializations earned by the interns. This paper highlights the stackability of the Medical Portfolio Management System for Medical Interns. It describes an innovative approach to develop a decentralized immutable secure personal details management for organizing the digital micro-credentials earned by the Medical Interns based on their skills/specializations. Most of the platforms have worked on the concept of the stackability of micro-credentials. The portfolio Management can request for certification, aggregation, and synchronization of Personal Profiles (MIP) in a local repository or wallet. Further, such a portfolio management network is feasible and immune to many of the vulnerabilities while sharing the credentials.

The purpose of this study was to determine the relationship between the Implementation of Nurse Credentials and Nurse Performance at Mitra Sejati General Hospital. This research is descriptive correlation with cross sectional approach. The population of this study were all nurses working at Mitra Sejati General Hospital with a total of 160 people. The sampling technique used is a non-probability sampling method with purposive sampling. Data collection was carried out using a questionnaire. The statistical tests used were univariate and bivariate, namely the frequency distribution and the Spearman Rank (Rho) test with a significant level of 5%The research results showed that the results of the study showed that the majority of respondents had good Nurse Credentials, 22 respondents (55.0%), most of the Nurses' Performance was good, 21 respondents (52.5%). Based on bivariate data analysis of Nurse Credential Implementation and Nurse Performance using the Spearman Rank test (Rho) with a significance level of 5%, it was found that the p value <α 0.000 ≤ 0.05 means that there is a significant relationship between Nurse Credential Implementation and Nurse Performance with degree strength a strong relationship of 0.745. From the results of this study it is suggested to the Director that it is necessary to maintain and always provide direction to members of the medical committee regarding the management of credentials carried out by the medical committee.

The results of the preliminary study indicated that the implementation of nursing credentials and recredentials by the credentials subcommittee in the hospital was not optimal. Not many studies had investigated the problems that caused the implementation of nursing credentials and recredentials was not optimal. This research was very important to do to explore more deeply about the problems that caused the credentials subcommittee was not optimally in the implementation of nursing credentials and recredentials. To explore the implementation of nursing credentials and recredentials by the credentials subcommittee in hospital. This study used a case study method. This study used a nonprobability sampling method with a purposive sampling approach. The research participants were three stakeholders in the hospital. Data collection methods with documentation and interviews. Data analysis method according to Miles and Huberman. The results of data analysis obtained four themes: The process of implementing credentials and recredentials through training, OSCA exams and mentoring, has not used OPPE and FPPE, has not been carried out regularly, the organisation is carried out after the nurse is accepted. The implementation of the results of nursing credentials and recredentials has no reward and punishment, not one perception with staffing, in nursing practice has not been detailed and has not been used in determining nurse incentives. Obstacles in the implementation of credentials and recredentials are the nursing committee structure that serves in other functional areas, there is no one perception about the implementation of nursing credentials and recredentials with management, Covid 19 pandemic, and the application of clinical authority. Efforts to overcome obstacles by approaching management, using credentials results to determine nurse incentives, socialization to nurses and management as well as coordinating and cooperating with other sections Conclusion: There are barriers in the implementation of nursing credentials and recredentials. Efforts are needed to overcome obstacles in the implementation of nursing credentials and recredentials.

Most of the traditional access control models, like mandatory, discretionary and role based access control make authorization decisions based on the identity, or the role of the requester, who must be known to the resource owner. Thus, they may be suitable for centralized systems but not for decentralized environments, where the requester and service provider or resource owner are often unknown to each other. To overcome the shortcomings of traditional access control models, trust management models have been presented. The topic of this paper is three different semantics (set-theoretic, operational, and logic- programming) of RTT , language from the family of role-based trust management languages (RT). RT is used for representing security policies and credentials in decentralized, distributed access control systems. A credential provides information about the privileges of users and the security policies issued by one or more trusted authorities. The set-theoretic semantics maps roles to a set of sets of entity names. Members of such a set must cooperate in order to satisfy the role. In the case of logic-programming semantics, the credentials are translated into a logic program. In the operational semantics the credentials can be established using a simple set of inference rules. It turns out to be fundamental mainly in large- scale distributed systems, where users have only partial view of their execution context. The core part of this paper is the introduction of time validity constraints to show how that can make RTT language more realistic. The new language, named RTT+ takes time validity constraints into account. The semantics for RTT+ language will also be shown. Inference system will be introduced not just for specific moment but also for time intervals. It will evaluate maximal time validity, when it is possible to derive the credential from the set of available credentials. The soundness and completeness of the inference systems with the time validity constraints with respect to the set-theoretic semantics of RTT+ will be proven.

This comprehensive article explores the transformative impact of Verifiable Credentials (VCs) in revolutionizing digital identity management across various sectors. The article examines the core components, technical architecture, and real-world implementations of VC systems, highlighting their role in enhancing security, privacy, and operational efficiency. The article investigates adoption challenges and solutions, focusing on enterprise integration and regulatory compliance. Additionally, it explores emerging technologies, including AI integration and post-quantum security, along with government initiatives shaping the future of digital identity. The article demonstrates that VCs offer a paradigm shift in how organizations approach identity verification, enabling secure, privacy-preserving, and decentralized credential management while significantly reducing administrative overhead and fraud risks.

This study explores undergraduate students’ satisfaction in learning Counting and Probability via micro-credentials on the UiTM Learning Management System (LMS). With the increasing shift toward digital learning, micro-credentials have emerged as an innovative approach to flexible and accessible education. This study aims to assess the effectiveness of a micro-credential course in Probability by evaluating students’ perceptions regarding knowledge acquisition, content relevance, assessment methods, confidence improvement, content delivery, instructor approachability, and overall satisfaction. A survey-based quantitative analysis was conducted on 174 undergraduate students enrolled in the course. The data collected were analyzed using descriptive statistics, correlation analysis, and heatmap visualizations to uncover key trends in learner satisfaction. The findings revealed a generally high level of satisfaction, with notable positive correlations between engaging instructional methods, perceived knowledge gain, and overall enjoyment. The study highlights the importance of interactive and student-centered learning experiences in micro-credential courses. Moreover, the results underscore the significance of instructor approachability and well-structured assessment methods in enhancing student confidence and engagement. However, minor disparities in ratings suggest room for improvement in personalizing learning experiences and incorporating more real-world applications to contextualize theoretical concepts. Based on these findings, we recommend strategies such as the integration of gamified learning tools, adaptive learning technologies, and increased peer interaction opportunities to enhance engagement and learning outcomes. These insights contribute to the broader discourse on the role of micro-credentials in higher education and offer practical recommendations for improving digital learning environments.

The study addresses the lack of a comprehensive questionnaire for designing effective micro-credential programs in Malaysian higher education. The study aimed to develop and validate a questionnaire to identify microlearning design requirements for micro-credentials. To achieve this, the questionnaire underwent validation through both exploratory factor analysis (EFA) and quantitative analysis. The study involved 48 participants who were micro-credential developers from a public higher education institution in Malaysia. These participants represented various designations and were affiliated with 16 different faculties. A 70-item questionnaire, initially developed based on a review of Khan’s e-learning model was refined to 57 items by addressing overlaps and removing elements deemed inadequate. EFA identified 14 factors onto which 57 items exhibited high-loading, explaining 85.55% of the variance. The 57-item questionnaire demonstrated favourable multifaceted qualities. An expert panel confirmed the questionnaire’s content validity, identifying six significant dimensions: pedagogical, technological, evaluation, management, resources support, and institutional. These six main constructs provided a framework for understanding microlearning design requirements essential for developing effective micro-credentials. By addressing the multifaceted requirements of microlearning design, this questionnaire has the potential to enhance the overall quality and effectiveness of micro-credential programs in the Malaysian higher education landscape and beyond.

Micro-credentials, digital badges and industry-recognised certificates have been attracting considerable attention in recent years and with the disruption of many jobs due to the pandemic, interest in continuing education has grown. Micro-credentials represent an alternative approach to career and professional development (Ghasia, Machumu, & De Smet, 2019, p. 219; LaMagna, 2017, p. 207). These credentialed … industry aligned short units of learning’ are described by Wheelahan & Moodie (2021, p. 212) as an extension of ‘21st century skills’ and the discourse of employability in higher education. Graduate employability has become heavily integrated into modern higher education policy frameworks, but what does this actually mean from a student perspective?

Across numerous industries and occupations, professional associations are contributing to knowledge and skills for sustainability by offering new credentials. This represents an opportunity to increase students’ career preparedness for clean economies that accomplish steep reductions in greenhouse gas emissions over the next thirty years. This also presents a particular opportunity to help lower-income young adults better position themselves for good jobs that make meaningful contributions to the societal transition ahead. Providing suggestions for navigating and embedding them into curricula, this article highlights seventeen sustainability credentials and mentions another fourteen. In addition to definitions, it also provides analysis of aspects such as third-party accreditation, student supports, academic and maintenance requirements, and fees. Internet research and e-mail correspondence with credentialed professionals was an iterative process in which the author set out with a list of aspects to consider, identified new aspects in the process of researching credentials, compared those aspects, and so on. The result is both a representative list of non-academic, professional credentials worth consideration as complements to the higher education curriculum as well as a set of suggestions for engaging with them in ways that foster opportunity for students from all backgrounds.

Single organization handles multiple applications based on different departments or needs. To access these applications, users must remember the login credentials for each. This results in the data of mutual users being stored in different identity providers, causing data redundancy and indirectly increasing storage costs. Solution is needed to globalize user credentials. Implementing a centralized system aids organizations in saving storage costs by eliminating redundant user data stored across multiple identity providers. Key Words: Identity provider and Management, Access management, Validation, Authorization.

We present applications of audited credential delegation (ACD), a usable security solution for authentication, authorization and auditing in distributed virtual physiological human (VPH) project environments that removes the use of digital certificates from end-users' experience. Current security solutions are based on public key infrastructure (PKI). While PKI offers strong security for VPH projects, it suffers from serious usability shortcomings in terms of end-user acquisition and management of credentials which deter scientists from exploiting distributed VPH environments. By contrast, ACD supports the use of local credentials. Currently, a local ACD username–password combination can be used to access grid-based resources while Shibboleth support is underway. Moreover, ACD provides seamless and secure access to shared patient data, tools and infrastructure, thus supporting the provision of personalized medicine for patients, scientists and clinicians participating in e-health projects from a local to the widest international scale.

As organizations increasingly adopt containerized applications and Continuous Integration/Continuous Deployment (CI/CD) pipelines, managing and securing secrets becomes critical to maintaining robust security. CI/CD pipelines are critical to modern software development, enabling rapid delivery of software updates. However, these pipelines often handle sensitive secrets such as credentials, API keys, and tokens, making them an attractive target for adversaries. This paper explores two distinct approaches to secrets management in DevOps environments: agent- based solutions, such as CyberArk Credential Providers, and agentless solutions, such as centralized credential providers. We also examine the use of CyberArk Conjur for securing secrets in containerized applications and CI/CD tools like Jenkins. By comparing these approaches and presenting best practices, this paper highlights their roles in enhancing security, operational efficiency, and compliance in DevOps pipelines. Keywords: DevOps, Secrets Management, CyberArk Conjur, CI/CD Security, Credential Providers, CCP, Agent- Based Solutions, Agentless Solutions, Jenkins, Container Security.

Abstract This study investigates the impact of micro-credentials on educational administrators' professional growth and development. The study was guided by two research questions and one hypothesis. The study adopted the descriptive design. The study's population consists of 1589 teaching staff of the Rivers State University. A sample size of 477 teachers, representing 30% of the study population was determined using the simple random sampling technique. The instrument for data collection was a questionnaire named "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)&rdquo; respectively which was developed by the researcher. The questionnaire consisted of three sections. The questionnaire was validated through the researchers&rsquo; supervisor and other expert reviews and the reliability was established using Cronbach's Alpha (&alpha; = 0.75). The reliability and validity of the instruments used were also evaluated to ensure consistent and accurate measurement. Data was analyzed using descriptive statistics, such as mean, and standard deviation to answer the research questions while the inferential statistics of the Independent t-test were used to test the hypotheses at a 0.05 level of significance which means that any results with a p-value less than 0.05 were considered statistically significant, with the aid of SPSS Version 26.0. The findings revealed that micro-credentials positively impact educational administrators' professional growth and development. The study concluded that micro-credentials enhance administrators' professional competence, job performance, and career prospects. Based on the findings, it was recommended among others that institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise. <em>Keywords:</em><em> </em>Micro-credentials, Professional Growth, Educational Administrators, Development. <strong>Introduction</strong> In the rapidly evolving education sector, professional growth and development of educational administrators have become increasingly important to the success of academic institutions. As the demands on schools and educational systems continue to expand, there is a growing recognition of the need for innovative approaches by professional development to close the gap with these changes (Westfahl &amp; Wilkins, 2017). One such approach that has gained significant attention in recent years is using micro-credentials. Micro-credentials are also known as digital badges, nano degrees, micro-certifications, web badges, mini degrees and open badges in the form of compact and competency-based recognitions that verify an individual's skills, knowledge, or achievements in a specific area (Parsons et al., 2023). Micro-credentials are short, focused credentials designed to provide in-demand skills, know-how and experience. Unlike traditional degrees or certifications that often require extensive time commitments and cover broad areas of study, micro-credentials are typically focused on discrete skills or competencies and can be earned in a relatively short period. This flexibility and specificity make micro-credentials an attractive option for continuous professional development, particularly in fields like educational administration where the needed skills and knowledge are constantly evolving. The Nigerian educational system, like many others around the world, faces several challenges in ensuring the quality and effectiveness of its educational administrators. As such, Kwaghbo (2021) noted that effective leadership is essential for improving the quality of education and student outcomes. However, he further added that many administrators lack the necessary skills and knowledge to effectively manage the complex challenges facing modern schools. This gap in professional competence emphasizes the need for innovative and effective approaches to professional development for educational administrators in Nigeria. The concept of micro-credentials is relatively new in the Nigerian educational landscape, but it holds significant potential to address the professional development needs of educational administrators. No wonder, Oluwafemi (2019) argued that the present global yearning for education to gainful living and self-reliance indicates that there is an urgent need for effective and well-trained individuals who would be able to take care of themselves and contribute meaningfully and productively to the development of the society mentally, socially and economically. Micro-credentials compromise an invaluable opportunity to turn an ability you spent years developing into something traceable and proven (Flintberg, 2022). A credential provides information about the extra educational or professional steps someone has taken in search of constant improvement. If vocational, they will often be tagged with terminology related to skills and competencies. When finding qualified or dedicated professionals is increasingly challenging and time-consuming, micro-credentials can give individuals an edge and indicate to recruiters that they are committed to constant learning. For educational institutions, offering micro-credentials can be a means of commitment to celebrating all types of experiences and learning opportunities, valuing these moments and outcomes as part of a professional journey. Educational administrators therefore, can choose to pursue micro-credentials in specific areas where they need to develop their skills or knowledge, rather than being constrained by the one-size-fits-all approach of many traditional professional development programs. This aligns well with the principles of adult learning theory, which emphasizes the importance of self-directed and relevant learning experiences for adult learners. Moreover, micro-credentials can provide a more flexible and accessible means of professional development. In a country like Nigeria, where geographical and resource constraints can often limit access to traditional professional development opportunities, the digital nature of many micro-credential programs could potentially democratize access to high-quality professional learning. Olatunji and Adewumi (2021) noted that the integration of technology in teacher professional development in Nigeria has the potential to overcome many of the barriers associated with traditional face-to-face training programs. It is clear that micro-credentials are ultimately situated in the business models of companies and how they compete. For companies, whether private or public, that operate in a volatile and fast-changing environment, the commitment and the ability to continue learning are key aspects of customer quality and competitiveness. For employers, the implications are they have to organise work in ways that give employees opportunities to use their competencies in full and to further learn through work, as well as more structured learning. Giving people an opportunity to grow in their jobs and showcase their achievements is an excellent way to encourage personal and professional development and the DNA of customer centricity and innovation (Shapiro in Alangari, 2024).&nbsp; Moreover, micro-credentials can boost engagement and motivate people to transform their skills into shareable achievements, and for employers having insights into the competence base increases company agility. Micro-credentials can also highlight a learning path for a dedicated learner, being the first block of learning and a stacked credential in a shift to a new occupation or a step up the career ladder to a new job role. This can motivate and encourage the learner while helping the education institution nudge the learner to the next level, building stronger partnerships and having a visible role in professional communities and the labour market. Since micro-credentials are not about time dedicated to learning a craft or the amount of money invested into improving, this type of certificate is more inclusive and respectful of people&rsquo;s time. <strong>Statement of the Problem</strong> Educational administrators certainly have proven their creativity and flexibility in the past few years by growing skills in virtual instruction, connecting with students, and cooperating with colleagues as well as recognizing their growth. These allow them to participate in professional learning that is personalized, directly connected to their work and competency-based. Micro-credentials are closely tied to educational administrators' identifying their career paths to fulfil workforce demands suited to a knowledge-based economy, as well as provide exposure to the higher education environment for those individuals seeking a career change. However, the adoption and effectiveness of micro-credentials in the Nigerian context are not without challenges.&nbsp; The system is characterized by unequal access to technology and internet connectivity, which could limit the accessibility of digital micro-credential programs. There are arguments that for micro-credentials to be an effective tool for professional development in Nigeria, efforts must be made to address these infrastructural challenges and ensure equitable access to digital learning opportunities. Despite these challenges, the potential benefits of micro-credentials for the professional growth and development of educational administrators in Nigeria warrant further investigation. This study aims to explore the impact of micro-credentials on educational administrators' professional growth and development. The specific objectives are to examine the extent micro-credentials enhance educational administrators' professional growth and development as well as the perceived challenges of implementing micro-credentials in educational administration. <strong>Research Questions</strong> The study was guided by the following research questions: 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; To what extent do micro-credentials enhance educational administrators' professional growth and development? 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; What are the perceived challenges educational administrators face while undergoing micro-credentials? <strong>Hypotheses</strong> The following was formulated and statistically tested at a 0.05 level of significance: There is a significant difference between the mean rating on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. <strong>Social Cognitive Theory</strong> Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behaviour (LaMorte, 2022). The unique feature of SCT is the emphasis on social influence and its emphasis on external and internal social reinforcement. SCT considers how individuals acquire and maintain behaviour, while also considering the social environment in which individuals perform the behaviour. The theory considers a person's past experiences, which factor into whether behavioural action will occur. These past experiences influence reinforcements, expectations, and expectancies, all of which shape whether a person will engage in a specific behaviour and the reasons why a person engages in that behaviour. The goal of SCT is to explain how people regulate their behaviour through control and reinforcement to achieve goal-directed behaviour that can be maintained over time (LaMorte, 2022). The SCT is built on five key principles. Observational learning (O'Leary, 2020), modelling influences behaviour, self-efficacy, and reinforcement, whether through rewards or punishments, shapes behaviour, while cognitive processes like attention, motivation, and memory mediate learning. In educational administration, SCT holds significant relevance. Teacher development programs can be designed to emphasize observation, modelling, and practice, while administrative training can focus on observational learning, self-efficacy, and reinforcement. SCT also helps administrators understand how to foster a positive school culture through modelling and reinforcement. <strong>Conceptual Clarification</strong> <strong>Micro-credentials </strong> Micro-credentials are innovation opportunities in higher education that allow administrators to acquire specific skills or knowledge to help advance their careers and also improve their profession. According to Ahsan et al. (2023), these skills or training are designed to provide more flexible learning pathways than traditional degrees which require less time to improve on specific competencies demanded by employers. Sharma et al. (2024) further added that micro-credentials help to bridge the gap between academic learning and university requirements by offering targeted career and skill development opportunities. These credentials are particularly valuable in today's rapidly evolving university requirements, where specific technical and professional competencies need frequent updating. Ghasia et al. (2019) emphasized the potential of micro-credentials in democratizing education, particularly in developing contexts like Tanzania. Their research reveals that micro-credentials can provide a more accessible pathway in education for administrators who are willing to advance in their professional growth and development. The value of micro-credentials lies in their ability to provide targeted, administrators-relevant skills while maintaining academic administrative rigour. Ahsan et al. (2023) noted that successful implementation requires careful consideration of market demands, pedagogical approaches, and technological infrastructure. Their systematic review suggests that micro-credentials are most effective when they align with both industry needs and academic standards. In the same vein, Sharma et al. (2024) argued that micro-credentials are becoming increasingly important in creating a more flexible and responsive higher education ecosystem. They suggest that blended learning approaches, combining online and face-to-face instruction, can enhance the effectiveness of micro-credential programs while improving academic administrators' growth and development. In Nigeria, micro-credentials in the university education system, offer the potential for administrators to respond more quickly to current contemporary issues facing university education through the requisition of significant skills for effective university administration and educational goal attainment. Halim et al. (2024) asserted that successful implementation requires a multi-stakeholder approach, involving educators, administrators, industry partners, and students in the design and delivery of micro-credential programs. The evidence from these studies suggests that micro-credentials are not merely a temporary trend but rather a fundamental shift in how administrators can certify learning to advance their professional growth and development.&nbsp; <strong>Micro-Credentials and Educational Administrators' Professional Growth and Development</strong> The emergence of micro-credentials has revolutionized higher education, transforming the way professionals like administrators acquire skills and advance their careers. In today's fast-paced, ever-evolving educational system, adaptability and agility are crucial. Micro-credentials create a focused, efficient, and flexible approach to learning, concentrating on specific skills or knowledge areas. The university system in Nigeria operates on a unique framework, where administrative promotions are heavily based on academic accomplishments. To ascend the administrative ladder, individuals must demonstrate exceptional scholarly competency, evident through publications in reputable journals and active participation in conferences. Academic contributions serve as a vital metric for evaluating an administrator's suitability for promotion. The quantity and quality of publications in reputable journals hold significant weight, as they feature an administrator's proficiency and commitment to advancing knowledge, growth and development in their field. Conference attendance and presentations are equally crucial, unveiling an administrator's ability to engage with peers, share research findings, and stay abreast of global educational trends. These scholarly pursuits not only enhance personal credibility but also reflect positively on the institution. In this context, administrators must strike a balance between their managerial responsibilities and academic pursuits. They must allocate time and resources to conduct research, author papers, and participate in conferences, all while ensuring the seamless operation of their departments. This system fosters a culture of scholarship and intellectual consistency within Nigerian universities, encouraging administrators to remain active contributors to their fields when they tie promotions to academic achievements, institutions incentivize excellence, driving administrators to excel as both managers and scholars. In essence, this approach enhances the overall quality of university administration, as leaders are equipped with the knowledge, expertise, and networks necessary to navigate complex academic landscapes effectively. They also offer enhanced career prospects, increased flexibility and accessibility, continuous learning and upskilling, and personalized education pathways. Additionally, micro-credentials complement traditional degree programmes where educational administrators must embrace this shift, leveraging micro-credentials to foster professional growth, enhance employability, and redefine the future of higher education. <strong>Challenges Educational Administrators Face while Undergoing Micro-Credentials</strong> Micro-credential which promotes administrators' professional growth and development is also faced with several challenges in terms of implementation. They include: <strong>1. Technological Integration Barriers: </strong>During the initial rollout of micro-credentials, educational administrators struggled significantly with integrating new digital systems into existing institutional infrastructure. Research by Dane (2024), asserted that institutions faced persistent challenges with their student information systems in tracking and recording micro-credential completions because most administrators had unexpected technical conflicts between their legacy systems and new micro-credential platforms, leading to manual workarounds that consumed significant staff time and resources. <strong>2. Professional Development Gaps: </strong>Educational administrators encountered substantial difficulties in preparing faculty for micro-credential delivery and assessment. According to Kıbaru F. (2018), administrators across multiple institutions face significant challenges in providing adequate training for faculty. Most critically, administrators struggled to help instructors transition from traditional assessment methods to competency-based evaluation systems required for micro-credentials, often resulting in inconsistent assessment practices and delayed program implementations. <strong>3. Promotion Compliance Issues: </strong>One of the most pressing challenges administrators faced was navigating accreditation requirements while implementing micro-credential programs. Van der Hijden and Martin (2023), several administrators grappled with maintaining compliance with existing accreditation standards while introducing micro-credentials. Sometimes as a result of significant delays in programme launches due to uncertainties about how micro-credentials align with traditional accreditation frameworks, particularly regarding credit hour equivalencies and learning outcome documentation. <strong>4. Budget Allocation Difficulties: </strong>Administrators encountered severe financial planning challenges during micro-credential implementation phases. Brown et al. (2022) asserted that administrators consistently underestimated academic publications, training and development costs during the early stages of micro-credential adoption. The study showed that unexpected expenses arose primarily from technology infrastructure upgrades, staff training, and marketing efforts, forcing many administrators to reallocate resources from other educational programs or seek additional funding sources mid-implementation. <strong>5. Stakeholder Resistance Management: </strong>Managing resistance from various stakeholders proved to be a significant challenge for administrators during micro-credential rollout. According to Aharonian and Schatz Oppenheimer (2024), administrators faced active resistance from multiple stakeholder groups in the institutions. Faculty members expressed concerns about academic rigour and workload increases, while department chairs worried about resource allocation and program cannibalization. Additionally, administrators struggled to address concerns from traditional degree program students who feared their credentials might be devalued by the introduction of micro-credentials. These challenges provide valuable insights into the complexities administrators face during micro-credential implementation.&nbsp; <strong>Review of Related Empirical Studies</strong> Oluwafemi (2019), examined the effects of programmed instruction, questioning and assignment teaching methods on the academic achievement of students in business studies in Oyo state, Nigeria. The study sought to determine the effect of programmed instruction, questioning and assignment teaching methods as well as gender on the academic achievement of students in Business Studies. Five research questions guided the study and five null hypotheses were tested at a 0.05 level of significance. Pretest, post-test non-equivalent group, and quasi-experimental research design were used for the study. The population of the study comprised all junior secondary II business studies students in Oyo state. A purposive sampling technique was used to comprise a sample of 201 students for the study. The instrument for data collection was a self-designed Business Studies Achievement Test (BSAT) which was validated by three experts. A reliability coefficient of 0.77 was obtained for the test items using Kuder-Richardson (KR20). Mean was used to analyze data relating to the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students taught business studies using programmed instruction, questioning and assignment teaching methods performed better with higher post-test scores than those taught using conventional teaching methods. Students taught using the assignment method performed best with the highest post-test scores than those taught using programmed instruction and questioning methods. The three methods favoured both genders in the classroom but males benefitted more from programmed instruction while females benefitted more from the assignment teaching method. All the null hypotheses were rejected except the hypothesis on gender. Based on the findings of the study, it was concluded that the three teaching methods have the potential to improve students&rsquo; academic achievement in Business Studies. The study therefore recommended among others that business studies teachers should use programmed instruction, questioning and assignment teaching methods to enhance students' academic achievements in Business Studies. School administration and stakeholders in education should provide adequate training and resources needed to employ the three teaching methods for teaching business studies. Pirkkalainen et al. (2023), examined how might micro-credentials influence institutions and empower learners in higher education. A four-step Delphi study approach was used to explore how micro-credentials may shape higher education (HE) in the next 5&ndash;10 years. Educational experts undertook a consensus-building activity utilising workshops and surveys: (1) initial identification of enabling factors (i.e. drivers) and beneficial outcomes (i.e. impacts) of micro-credentials; (2) prioritisation based on importance; (3) identification of enabling factors considered essential for each beneficial outcome and (4) analysis of the extent to which micro-credentials might be accepted in HE, with participants reflecting on the importance of the previously identified enablers and outcomes for alternative scenarios. The findings of the study light on three alternative possible futures for micro-credentials. Expert consensus indicated that the potential of micro-credentials lies especially among educational institutions and the networks of institutions innovating beyond, and within, traditional study offerings and programmes. Future wide-scale adoption of micro-credentials was considered unpredictable, due to external factors at the ecosystem level, and beyond institutions&rsquo; strategies and control. The study concluded that, for the successful uptake of micro-credentials, the same benefits do not need to accrue for institutions and learners: a &lsquo;one-size-fits-all&rsquo; approach is not necessary or optimal. For the wider-scale influence of micro-credentials to be felt, there is a need for considerable international and national strategy development and implementation to overcome a variety of policy- and technology-related barriers that HEIs cannot influence or tackle on their own. Tee et al. (2024 conducted a study on marketing micro-credentials: understanding learners' engagement and willingness to pay more. A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. <strong>Methodology</strong> This study employed a descriptive research design to investigate the impact of micro-credentials on educational administrators' professional growth and development. The population consisted of 1589 teaching staff of Rivers State University. A sample size of 477 teachers, representing 30% of the population, was selected using simple random sampling. The data collection instrument was a questionnaire titled "Investigating the Impact of Micro-credentials on Educational Administrators' Professional Growth and Development Questionnaire (IIMEAPGDQ)". The questionnaire comprised three sections: Section A collected demographic data, while Section B addressed the research questions using a 4-point Likert scale, with options ranging from Very High Extent (VHE),&nbsp;High Extent (HE),&nbsp;Low Extent (LE) and Very Low Extent (VLE), assigned values of 4, 3, 2, and 1 respectively. To ensure validity, the questionnaire underwent expert reviews, including the researcher's supervisor. Reliability was established using Cronbach's Alpha, yielding a coefficient of 0.75.Data analysis involved descriptive statistics, specifically mean and standard deviation, to address the research questions. Inferential statistics, particularly the Independent t-test, tested hypotheses at a 0.05 significance level. Statistical Package for Social Sciences (SPSS) Version 26.0 facilitated data analysis. Results with a p-value less than 0.05 were deemed statistically significant. <strong>Data Presentation and Results</strong> A total of 477 copies of questionnaires were distributed among the teaching staff of Rivers State University and after two weeks, upon retrieval, 432 were valid representing 90.5% of the total population and were coded into the SPSS for the analysis. <strong>Answers to Research Questions</strong> <strong>Research Question 1: </strong>To what extent do micro-credentials enhance educational administrators' professional growth and development? Table 1: Showed Response Rate on Descriptive Statisticsmicro-credentials enhance educational administrators' professional growth and development &nbsp; Items N Mean Std. D. Remark &nbsp; 1. Micro-credentials enhance my professional growth and development as an educational administrators 432 2.862 .974 High Extent &nbsp; 2. My academic publication in reputable journals enhances my administrative promotion 432 2.781 1.001 High Extent &nbsp; 3. My work time allocated to research, authoring papers, and conference participation enhances my professional growth and development 432 3.015 1.192 High Extent &nbsp; 4. My tying promotions to academic achievements incentivize excellence among educational administrators. 432 3.162 1.102 High Extent &nbsp; 5. I pursue micro-credentials to enhance my skills and career prospects as an educational administrator 432 2.912 1.095 High Extent Grand Mean &nbsp; 2.94 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The analysis of the extent to which micro-credentials enhance educational administrators' professional growth and development yielded a grand mean of 2.94. This result indicates that educational administrators generally perceive micro-credentials as having a moderate to high impact on their professional growth and development. This implies that micro-credentials are viewed as a valuable tool for educational administrators' ongoing professional development. <strong>Research Question 2: </strong>What are the perceived challenges of implementing micro-credentials in educational administration? Table 2: Showed Response Rate on Descriptive Statistics on the perceived challenges of implementing micro-credentials in educational administration &nbsp; &nbsp; N Mean Std. D. Remark &nbsp; 6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Technological Integration Barriers 432 3.126 .985 High Extent 7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Professional Development Gaps 432 2.905 3.215 High Extent 8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Promotion Compliance Issues 432 3.174 .994 High Extent 9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Budget Allocation Difficulties 432 2.960 1.089 High Extent 10.&nbsp;&nbsp;&nbsp; Stakeholder Resistance Management 432 3.074 1.570 High Extent Grand Mean 432 3.04 &nbsp; High Extent &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The analysis of the perceived challenges of implementing micro-credentials in educational administration revealed a grand mean of 3.04. This result indicates that educational administrators strongly agree that implementing micro-credentials poses significant challenges. This implies that the respondents overwhelmingly acknowledge the existence of substantial obstacles to successful micro-credential implementation. These challenges may encompass technological integration, professional development gaps, accreditation compliance issues, budget allocation difficulties, and stakeholder resistance. <strong>Test of Hypothesis</strong> <strong>Hypothesis 1: </strong>There is a significant difference between the mean rating on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. Summary of independent t-test analysis on the difference between the mean responses of male and female teaching staff on the extent to which micro-credentials enhance male and female educational administrators' professional growth and development. &nbsp; Students N <strong>x̅</strong> S.D <strong>Df</strong> <strong>t</strong> <strong>t_tab</strong> <strong>Sig.</strong> <strong>Decision</strong> Male teaching staff 304 24.67 1.96 475 6.41 1.96 0.00 Significant Female teaching staff 173 22.82 1.92 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The results of Hypothesis One reveal a statistically significant difference in the perceived impact of micro-credentials on professional growth and development between male and female educational administrators. The calculated t-value of 6.41 exceeds the critical t-value of 1.96, and the p-value of 0.00 is less than the level of significance of 0.05, leading to the rejection of the null hypothesis. This finding revealed that micro-credentials have a differing impact on the professional growth and development of male and female administrators, with gender playing a significant role in shaping their perceptions of micro-credentials effectiveness. The significant difference between the mean ratings of male and female teaching staff implies that institutions should consider gender-specific strategies to optimize the effectiveness of micro-credentials.&nbsp; <strong>DISCUSSION OF FINDINGS</strong> <strong>Impact of micro-credentials on professional growth and development&nbsp;</strong> The findings of this study reveal that micro-credentials have a positive impact on the professional growth and development of educational administrators. This result aligns with existing literature, which suggests that micro-credentials can empower learners and transform institutions in higher education (Pirkkalainen et al., 2023). Their finding added that flexible, and accessible learning opportunities and micro-credentials enable administrators to acquire new skills and knowledge, enhancing their professional competence. This, in turn, contributes to improved job performance, increased confidence, and enhanced career prospects. The study's results also emphasised the potential of micro-credentials to address specific professional development needs, bridging gaps in administrative expertise. As Pirkkalainen et al. (2023) noted, micro-credentials can facilitate institutional innovation, fostering a culture of continuous learning and professional growth. <strong>Conclusion</strong> The advent of micro-credentials has revolutionized professional development in higher education, offering a flexible, focused, and accessible approach to learning. As educational administrators navigate the challenges of their roles, micro-credentials have emerged as a vital tool for enhancing their professional growth and development. This study investigated the impact of micro-credentials on educational administrators' professional growth and development. There exists a positive impact of micro-credentials on educational administrators' professional growth and development. This implies that micro-credentials enhance administrators' professional competence, job performance, and career prospects. The flexibility, accessibility, and focus of micro-credentials make them an attractive option for administrators seeking to address specific professional development needs. <strong>Recommendations</strong> Based on the findings of the study, the following recommendations were made: &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Institutions should prioritize the integration of micro-credentials into their professional development programs, leveraging their potential to enhance educational administrators' skills and expertise. This may involve providing accessible and flexible learning pathways, recognizing and rewarding micro-credential completion, and encouraging a culture of continuous learning. &middot;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Institutions should proactively address the significant challenges hindering micro-credential implementation by investing in technological infrastructure, providing targeted training and support, clarifying accreditation and compliance procedures, allocating sufficient resources, and fostering stakeholder engagement and buy-in. &nbsp; <strong>REFERENCES</strong> Aharonian, N., &amp; Schatz Oppenheimer, O. (2024). &lsquo;If you do not write, you dry up&rsquo;: Tensions in teacher educator research and academic writing.<em> Education Sciences, 14(9), 972.</em> Ahsan, K., Akbar, S., Kam, B., &amp; Abdulrahman, M. D. A. (2023). Implementation of micro-credentials in higher education: A systematic literature review.&nbsp;<em>Education and Information Technologies</em>,&nbsp;<em>28</em>(10), 13505-13540. Alangari, H. (2024). Transforming learning: The rise of micro-credentials in higher education. In <em>Digital Transformation in Higher Education, Part A</em> (pp. 83-100). Emerald Publishing Limited. Brown, M., McGreal, R., &amp; Peters, M. (2023). A strategic institutional response to micro-credentials: Key questions for educational leaders<em>. Journal of Interactive Media in Education, 3</em>(1), 45-57. Dane, Z. R. (2024). <em>Providing engaging and relevant professional learning opportunities: An evaluation of the perceived efficacy of micro-credentials &amp; digital badges upon k-12 educators in a large urban school district</em> (Doctoral dissertation, Northeastern University). Flintberg, B. (2022). <em>Digital micro-credentials for upskilling and reskilling in the vocational sector: A study on the potential use of a blockchain-based ICT system for micro-credentials in Sweden.</em> Unpublished Dissertation. University Press. Ghasia, M., Machumu, H., &amp; Smet, E. (2019). Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania.&nbsp;<em>International Journal of Education and Development Using ICT</em>,&nbsp;<em>15</em>(1), 56-62. Halim, F. S. A., Luaran, J. E., &amp; Jill, L. S. S. (2024). Unravelling challenges of higher education institutions in implementing effective micro-credentials: A multi-stakeholder qualitative study.&nbsp;<em>Asian Journal of University Education</em>,&nbsp;<em>20</em>(1), 114-126. Kıbaru, F. (2018). Supporting faculty to face challenges in the design and delivery of quality courses in virtual learning environments. <em>Turkish Online Journal of Distance Education, 19</em>(4), 176-197. Kwaghbo, T. M. (2021). Organizing and managing business teacher education and training programs in higher educational institutions in Nigeria for quality business education delivery. <em>Nigerian Journal of Business Education, 8</em>(1), 51-59. LaMorte, W. W. (2022). <em>The social cognitive theory.</em> Boston University School of Public Health. https://sphweb.bumc.bu.edu/otlt/mph Liu, X., Peng, M. Y. P., Anser, M. K., Chong, W. L., &amp; Lin, B. (2020). Key teacher attitudes for sustainable development of student employability by social cognitive career theory: the mediating roles of self-efficacy and problem-based learning. <em>Frontiers in Psychology, 11</em>, 1945. Olatunji, T. I., &amp; Adewumi Adebisi, T. (2021). Comparative analysis of operational structures in single-and dual-mode distance learning institutions in Nigeria. <em>International Review of Research in Open and Distributed Learning, 22</em>(1), 59-77. O'Leary, M. (2020). <em>Classroom observation: A guide to the effective observation of teaching and learning.</em> Routledge. Oluwafemi, P. A. (2019). <em>Effects of programmed instruction, questioning and assignment teaching methods on academic achievement of students in business studies in Oyo State, Nigeria.</em> University Press. Parsons, D., Sparks, H., Vo, D., &amp; Singh, A. (2023). MOOCS and micro-credentials as launch pads to further education: Challenges and experiences. In <em>Massive Open Online Courses-Current Practice and Future Trends. IntechOpen.</em> Pirkkalainen, H., Sood, I., Padron Napoles, C., Kukkonen, A., &amp; Camilleri, A. (2023). How might micro-credentials influence institutions and empower learners in higher education? <em>Educational Research, 65</em>(1), 40-63. Sharma, H., Jain, V., Mogaji, E., &amp;Babbilid, A. S. (2024). Blended learning and augmented employability: a multi-stakeholder perspective of the micro-credentialing ecosystem in higher education.&nbsp;<em>International Journal of Educational Management</em>, 3(1), 78-86. Smith, M. J. O. (2021). <em>The impact of self-efficacy on personalized professional learning for google certification. </em>Widener University. Tee, P. K., Cham, T. H., Aw, E. C. X., Khudaykulov, A., &amp; Zhang, X. (2024). Marketing micro-credentials: understanding learners' engagement and willingness to pay more. <em>International Journal of Educational Management, 38</em>(4), 1001-1020. Van der Hijden, P., &amp; Martin, M. (2023). Short courses, micro-credentials, and flexible learning pathways: A blueprint for policy development and action. <em>International Institute for Educational Planning, </em>1-56. Wang, Y., Chaw, L. Y., Leong, C. M., Lim, Y. M., &amp; Barut, A. (2024). Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials. <em>International Journal of Educational Management, 38</em>(4), 978-1000. Westfahl, S. A., &amp; Wilkins, D. B. (2017). The leadership imperative: A collaborative approach to professional development in the global age of more for less.&nbsp;<em>Stan. L. Rev.</em>,&nbsp;<em>69</em>, 1667.

<em>The paper proposed a novel blockchain-based system for higher education credential management, aiming to revolutionize verification and transfer processes. Current methods often suffer from inefficiencies and vulnerabilities, necessitating a more secure and efficient solution. Leveraging blockchain's decentralized and immutable ledger, the proposed system ensures the integrity and security of academic records. Institutions can issue digital credentials via smart contracts, stored securely on the blockchain, simplifying verification. Moreover, the platform facilitates seamless credit transfer, enhancing interoperability and privacy. Ultimately, this system promises to foster trust, efficiency, and innovation in higher education.</em>

Identity Management Systems (IMS) allow users to prove characteristics about themselves to multiple service providers. IMS evolved from impractical, site-by-site authentication, to versatile, privacyenhancing Self Sovereign Identity (SSI) Frameworks. SSI frameworks often use Anonymous Credential schemes to provide user privacy, and more precisely unlinkability between uses of these credentials. However, these schemes imply the disclosure of the identity of the Issuer of a given credential to any service provider. This can lead to information leaks. We deal with this problem by introducing a new Anonymous Credential scheme that allows a user to hide the Issuer of a credential, while being able to convince the service providers that they can trust the credential, in the absence of a trusted setup. We prove this new scheme secure under the Computational Diffie Hellman assumption, and Decisional Diffie Hellman assumption, in the Random Oracle Model. We show that this scheme is efficient enough to be used with laptops, and to be integrated into SSI frameworks or any other IMS.

e13012 Background: Molecular subtyping has identified drugable targets in many cancers; yet, often only a small proportion of cancers are affected by any specific alteration. This results in small patient subgroups, even for common cancers such as lung cancer. Agents such as imatinib and crizotinib have shown dramatic clinical efficacy but others with promise, e.g., PARP inhibitors, have difficulty in obtaining trial resources despite scientific rationale and support from both patients and physicians. Rare malignancies are not studied. The current clinical trials system makes it expensive to open a trial for rare cancers as reimbursement occurs only when patients are entered, leading to high costs per patient. Methods: Critical requirements for clinical trials in patient subgroups were identified and a system proposed to address these needs. Results: Requirements are: patient safety, oversight, data and biospecimen management, accurate imaging and dosing of drugs and radiation, pharmacy accountability, and efficiency. Regulations emphasize errors of commission while ignoring ethical issues related to failure to study rare cancers (i.e., errors of omission). A trials system that can address these concerns is proposed and is based on the well-established privileging system at hospitals. Physicians and others (e.g., nurses, data managers, pathology and radiology departments) would be credentialed to participate in trials depending on the skills required, e.g., PIs might be credentialed by study type/procedure (e.g., first in Man; phase I; phase I/II trials, or only phase IV; pharmacokinetic studies; Whipple procedures; sentinel node biopsies, biospecimen collection). Protocols could access this network only after rigorous review by a panel of experts. When a patient with a rare cancer/subtype is diagnosed, the PI would download the protocol from the internet and put the patient on study if the PI/institution met required credentials. Local IRBs would sign off on privileges, investigate complaints and monitor adherence to guidelines. Conclusions: A credential-based system might allow safe trials for rare patient groups although substantial regulatory issues would need to be addressed.

This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.

The investors of mutual funds can reduce their selection risk by selecting the mutual funds based on certain criteria. One such criterion could be the educational credentials of fund managers. The present study has examined whether performance of mutual funds could be attributed to differentials in educational credentials of fund managers and thereby can provide necessary signals to investors. The study has compared performance and investment strategy of fund managers having management degree from premier management institutions with others having CA/CFA/ICMA qualification. The results show that the performance between these two groups of fund managers does not differ significantly. However, the difference in performance became significant after controlling for various fund characteristics, such as size, expense ratio, liquidity ratio and flow of funds. This suggests that the relation between fund performance and educational credentials may be moderated by control variables. The results showed that the fund managers with a premier management degree were performing better than the other group and that they also followed a more extreme investment strategy. Further, the study has examined whether the relation between educational credentials of fund managers and performance and investment strategy has been impacted by different time periods of economic cycle. The examination in different sub-periods of economic cycle provided better performance of fund managers with premier management education, particularly during crisis period of economy. This performance differential due to educational credentials during the crisis period have been independent of the investment strategy of fund managers.

Third-party identity management user authentication process using single sign-on (SSO) in distributed computer networks requires modification as the process of authenticating user to log into relying party (RP) resources by either identity provider (IDP) or hybrid relying party (HRP) depend always on the authentication of user logins. In this research an algorithm is proposed to authenticate user only once by recording and encrypting user credential with one-way hashing algorithm (SHA2), this simplifies user subsequent logins into relying party by confirming user credentials without other authentication by IDP or HRP. Authentication time and response time continuous time plot of the proposed algorithm was plotted with respect to the arrival time of users in which we show the relationship of authentication time and response time with random arrival rate of users.

Most of the existing identity management is the centralized architecture that has to validate, certify, and manage identity in a centralized approach by trusted authorities. Decentralized identity is causing widespread public concern because it enables to give back control of identity to clients, and the client then has the ability to control when, where, and with whom they share their credentials. A decentralized solution atop on blockchain will bypass the centralized architecture and address the single point of the failure problem. To our knowledge, blockchain is an inherited pseudonym but it cannot achieve anonymity and auditability directly. In this paper, we approach the problem of decentralized identity management starting from the designated-verifier anonymous credential (DVAC in short). DVAC would assist to build a new practical decentralized identity management with anonymity and auditability. Apart from the advantages of the conventional anonymous credential, the main advantage of the proposed DVAC atop blockchain is that the issued cryptographic token will be divided into shares at the issue phase and will be combined at the showing credential phase. Further, the smooth projective hash function ( SPHF in short) is regarded as a designated-verifier zero-knowledge proof system. Thus, we introduce the SPHF to achieve the designated verifiability without compromising the privacy of clients. Finally, the security of the proposed DVAC is proved along with theoretical and experimental evaluations.

The rush to short courses and use of micro-credentials prompted by responses to the pandemic has greatly accelerated a trend already underway. However, few studies have examined the impact of short courses or micro-credentials on skills or employment outcomes, and this hasty move draws attention to major problems in the ways in which higher education credentials - macro and micro -are designed and assessed.

A credential is documented evidence of a pharmacist’s qualifications; while credentialing is the method used to acquire, confirm, determine, and document a pharmacist’s qualifications to practice. Voluntary credentials are important in clinical pharmacy specialties to ensure proficiency in caring for patients with complex pharmacotherapy needs. This article discusses current and future pharmacy pain management and palliative care credentialing opportunities. Pharmacists wishing to pursue voluntary pain management and palliative care credentialing may elect to take a multidisciplinary pain credentialing exam offered by the American Society of Pain Educators (ASPE) or American Academy of Pain Management (AAPM) and/or complete an American Society of Health System Pharmacists (ASHP) Postgraduate Year 2 (PGY2) pain management and palliative care pharmacy residency. A palliative care credentialing exam is not currently available to pharmacists. Efforts are underway within the pharmacy profession to standardize the board certification process, design a pain and palliative certificate program, and create a specialty pain management and palliative care board certification examination.

Applicants in employment interviews use a variety of impression management techniques such as emphasizing positive traits, conforming to the opinions of the interviewer, and claiming responsibility for positive events. A field experiment was conducted on 62 employment interviewers who viewed videotaped interview segments in which either high or low levels of impression management techniques were depicted. Applicant credentials were also manipulated. Results indicated that interviewers were influenced by impression management techniques regardless of applicant credentials. The implications of these results are discussed with respect to theory, research and practice of the employment interview.

In the contemporary landscape of employment, managing academic credentials and experiential records is crucial for recent graduates. This study investigates the motivations, challenges, and technological approaches involved in this process. Drawing on the significance of credential records, the study examines practices in handling them and the technological adoption in their management. Through a qualitative methodology conducted from October to November 2023, involving five recent graduates aged 23-26, both online and physical interviews were conducted using phones and laptops, and data was analyzed using deductive coding in both English and Bahasa. The findings reveal various motivations driving individuals to manage their records, including peer influence, childhood awareness, program awareness, and social media exposure. However, challenges such as damage, misplacement, and security issues hinder effective management. Technological approaches such as backup emails, digital file protection, and platform improvements are proposed to address these challenges. This study contributes to understanding the complexities of academic record management and suggests practical solutions to enhance employability in the modern job market.

Purpose The purpose of this article is to introduce micro-credentials as an innovative, personalized professional development modality. With traditional time bound professional development (PD) offering largely whole group instruction with little feedback or a focus on skill mastery, micro-credentials have the ability to develop educator skills, provide relevant content, encourage flexibility, and measure earner mastery. Although relatively new, state leaders and administrators are exploring the use of micro-credentials to improve educator practice at the individual level. Such efforts encourage systems change aligned with new technologies and advancements. Design/methodology/approach This article is designed to review the impetus for the use of micro-credentials in education and the potential this personalized professional development has to change and improve traditional support of educators' professional growth and skill development. We structured the article to first introduce the possibilities micro-credentials (MCs) have in initiating systems change in education. We then define MCs and explore their use in state policy. Additionally, we present the benefits MCs offer and how an individual would select and complete one. To conclude, we connect all elements in the article and emphasize the need for further research and analysis. Findings Findings from our review indicate that 9 states are currently exploring the use of micro-credentials in their state ESSA plans. We recognize that there are several benefits of micro-credentials that make them appealing to state leaders and administrators. These include personalization, competency, flexibility, cost efficiency, and collaboration. It is noted that a large number of organizations are offering micro-credentials and it is most often the responsibility of educators to determine which micro-credentials meet their needs and may be utilized for continuing education credit. Steps in earning micro-credentials are similar across platforms, though content, assessment expectations, and depth vary widely. Originality/value Rapid strides in technology have created change and advancements to societal norms, required workforce skillsets, and personalization. As a result, leaders in education are exploring new and innovative ways to provide professional development to educators. This article will introduce the concept of micro-credentials and explore their focus on personalization, competency-based learning, flexibility and skill development. Individuals interested in shifting the delivery and methodology of traditional PD will be intrigued by the potential micro-credentials offer and the work that is currently being done to explore this PD option.

This study develops a Python-based configuration file management application to automate backup and recovery of network devices in the Universitas Kristen Duta Wacana laboratory, which uses Cisco and Mikrotik devices. The goal is to understand the impact of automation on the effectiveness of backup and recovery, support for remote configuration file management, reduction of recovery time, and its impact on operational sustainability. The Waterfall method is applied with the stages of analysis, design, implementation, testing, and evaluation, using network topology data, device information, and network protocols collected through observation, interviews, documentation, and literature studies. Testing includes scenarios of full and partial backup and recovery, error handling (credentials, lost files, unresponsive devices), and FTP server and database failure conditions on a network topology consisting of four identical blocks with Mikrotik routers and switches. The test results show that the application functions as expected, with all scenarios running smoothly without significant failures, including the ability to filter data according to parameters and detect credential errors. This system is concluded to have met the test objectives and is ready to be implemented.

In today's digital age, keeping passwords safely and effectively is a continual challenge because there are so many credentials to maintain for several platforms. While retaining a high degree of security, the focused on users Password Manager system demonstrated in this study makes it simpler to save, retrieve, and handle passwords. Through the integration of a frontend React-based interface with a Node.js and Express backend, the proposed solution allows users to securely keep and access their login credentials. The system uses token-based authentication to ensure that each user's information is kept secure and that only they may access it. Features like encoding, edit/delete options, copy-to-clipboard functionality, and password visibility switching further enhance the user experience. The backend links to a database called MongoDB for persistent credential storage, and authentication middleware secures all actions (save, modify, and delete). Future improvements may include cloud synchronization, multiple-factor authentication (MFA), and AI-driven password generating tools to increase accessibility across devices. In the increasingly complex digital environment, this password manager aims to promote secure password management, reduce user cognitive load, and enhance security.

Abstract Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozilla’s open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereum’s Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy.

We present a suitable approach to address the electric vehicle charging roaming problem (e-roaming). Blockchain technologies are applied to support the identity management process of users charging their vehicles and to record energy transactions securely. At the same time, off-chain cloud-based storage is used to record the transaction details. A user wallet settled on a mobile application stores user verified credentials; a backend application in the vehicle charging station validates the user credentials to authorize the energy transaction. The current model can be applied to similar contexts where the user may be required to keep several credentials from different providers to authenticate digital transactions.