Although research exists on the initial efforts to earn a micro-credential, there is a lack of information on what drives participants to continue on this learning path. Thus, Digital Promise conducted a study to understand the characteristics, motivators, and enablers of educators who have earned more than 10 micro-credentials in their careers so far.
As micro-credentials reshape professional learning, it is important for educational leaders and policymakers to understand the characteristics, motivators, and enablers of educators pursuing many micro-credentials. Current research does not exist on the characteristics, motivators, and enablers of educators who earn many micro-credentials. This study highlights the essential requirements for educators pursuing multiple micro-credentials and provides insights for educational institutions and policymakers to ensure the success of their micro-credential offerings.
As illustrated in this study, incorporating compensation increases, continuing education units, and career promotion or advancement sparks educators’ interest in pursuing micro-credentials. Over time, these educators come to appreciate the flexibility, value, recognition, and practical application of earning micro-credentials. We hope educational institutions and policymakers will consider these findings to better support educators’ long-term engagement with micro-credentials.
The study was a mixed-methods research. There were 339 educators who had earned more than 10 micro-credentials in their careers and opted in to participate in research opportunities. From these, 98 participants completed a quantitative survey, and 18 participated in interviews. From those who reported the state in which they live, these educators reside in Nevada, Wisconsin, Illinois, Utah, Massachusetts, Texas, Iowa, Kansas, South Carolina, and Delaware. Primarily, the participants identified as white women, educators between the ages of 26 and 55, who had earned a master’s degree as their highest level of education, and had six to 25 years of experience. The grade levels they teach range from kindergarten through 12th grade.
The study found that these educators were initially motivated by extrinsic factors, including compensation increases, continuing education units, and career promotion or advancement. As the educators understood the value of earning micro-credentials, they became motivated by intrinsic factors, including flexibility, the value of learning experience, and practical application.
Common characteristics and behaviors emerged among the educators who participated in the study. Many sought free, reimbursable, or affordable micro-credentials and were willing to pursue professional development during their personal time. The educators also preferred pursuing micro-credentials related to diverse learners and that are applicable to classroom instruction. Overall, they pursued micro-credentials that impact students and enhance their educational skills. Several educators reported sharing their micro-credentials or experiences with colleagues, employers, family, and friends. They believed micro-credentials had value because they were a requirement to receive higher pay, and administrators’ positive viewpoints toward them.
Many reasons came to light on what helps educators continue to pursue micro-credentials. Overall, educators appreciate the affordability, flexibility, personalization, and practicality of micro-credentials. They pursue micro-credentials to enhance their teaching skills in their subject areas, increase engagement with learning, and advance their careers. They tend to choose micro-credentials tied to personal interests, employer requirements, or practical classroom needs. The topics include, but are not limited to, engagement, motivation, 21st century skills, media literacy, diversity, global education, stakeholders, student choice, STEAM, computer science, growth mindset, classroom management, feedback, goal setting, and metacognition. They genuinely appreciate how applicable the experience is to their classrooms. Educators reported relying on micro-credentials to acquire or recertify their teaching licenses. They also believe that micro-credentials are essential for receiving higher pay and are valued by their employers.
This study’s findings highlight a clear opportunity for education institutions and policymakers to enhance their micro-credential initiatives by investing in professional learning that recognizes educators’ efforts and promotes flexibility and relevance in offerings. Also, by prioritizing policies that connect micro-credentials to compensation, advancement, and continuing education credit to support educators’ professional growth. By taking these steps, educational institutions and policymakers will foster a culture of continuous professional growth that benefits both educators and learners alike.
