Unveiling research trends on micro-credentials in ODL: a combined bibliometric and thematic review

Abstract

This study presents an in-depth exploration of micro-credentials (MCs) in open and distance learning (ODL) through a combined bibliometric and content analysis of publications from 2015 to 2025, indexed in the Web of Science database. The findings reveal that the USA, Australia, and Germany are among the most influential contributors to the global MC research landscape, with a small number of institutions and authors shaping much of the discourse. MCs—ranging from digital badges to nano degrees—are shown to support lifelong learning, modular education, and personalized skill acquisition. However, the study also identifies critical gaps in the literature, particularly the lack of consistent theoretical frameworks and the limited diversity in research contexts. While mixed methods designs are prevalent, theoretical depth and conceptual clarity are often lacking. By mapping citation networks, co-authorship patterns, and thematic clusters, the study uncovers dominant research trends such as learner motivation, professional development, and flexible learning models. These insights position MCs as a dynamic but unevenly theorized area of educational innovation. The study concludes with practical recommendations for future research, calling for greater interdisciplinary collaboration, inclusion-focused approaches, and broader database integration to better understand and enhance the role of MCs in addressing global educational challenges.