ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
MICRO-CREDENTIALS IN GRADUATE TEACHER EDUCATION: COMPETENCY GAINS, EXPERT APPRAISAL, AND CONDITIONS FOR STACKABILITY
Provisionally accepted
- 1Abai University, Almaty, Kazakhstan
- 2Atyrau State University named after H Dosmukhamedov, Atyrau, Kazakhstan
- 3Shakarim State University of Semey, Semey, Kazakhstan
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Abstract. Micro-credentials arranged as a stackable degree are treated as a targeted upskilling tool in master's programmes in teacher education. Yet empirical evidence on competence gains and the portability of the model into university pathways remains limited. The study aimed to quantify within-cohort competence gains associated with five micro-programmes and to specify conditions for their institutional integration. A pre-post quasi-experimental design without a control group was used across five independent cohorts of master's students (N = 100). Each participant completed one programme: Andragogue-Educator, Teacher-Mediator, Teacher-Game-Based Learning, Teacher-Career Guidance, or Teacher-Facilitator. The instrument was a 12-item scale with five subscales (educational technologies, adaptability, digital literacy, interactive methods, mediation/facilitation); internal consistency α = 0.84. Normality was checked with the Shapiro-Wilk test; within-group pre– post changes were assessed by paired t-tests with Holm adjustment. Effect sizes were reported as d₍z₎ with 95% confidence intervals. Additionally, expert appraisal was conducted (Kendall's W) and students' essays underwent thematic analysis. In the pooled sample, all subscales showed statistically significant gains (all p < .001). Effect sizes were large (d₍z₎ = 1.12–1.25; 95% CIs excluded 0). The largest improvements concerned the use of educational technologies and interactive methods. Expert ratings were high on "practical applicability" and "integration of digital tools"; inter-rater agreement W = 0.84 (p < .001). A practice-oriented micro-module design was associated with rapid classroom transfer and sizeable within-cohort gains in applied competencies. Programme profiles are reported descriptively and triangulated with expert appraisal and qualitative evidence; no inferential between-programme comparisons were conducted. Implications: early placement of applied modules within the study pathway; formalisation of portfolios and rubrics for RPL/credit recognition; partnerships with schools and EdTech providers. Limitations: no control group and no factorial validation of the scale; short observation window. Delayed follow-ups and repeated-measures models are warranted. Keywords: micro-credentials; stackable degree; master's in teacher education; TPACK; DigCompEdu; competence assessment.
Keywords: Competence assessment, DigCompEdu, master's in teacher education, Micro-credentials, Stackable Degree, TPACK
Received: 21 Aug 2025; Accepted: 16 Feb 2026.
Copyright: © 2026 Sovetkanova, Amirzhanova, Abilova, Adilzhanova and Aitzhanova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Damira Sovetkanova
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