MICRO-CREDENTIALS DIRECTIVE

CHAPTER ONE
Purpose, Scope, Basis, and Definitions

Purpose
ARTICLE 1- (1) The purpose of this directive is to regulate the procedures and principles regarding the development, implementation, quality assurance, recognition, documentation, and sustainability of micro-credentials at İzmir University of Economics.

(2) This directive supports lifelong learning, employability, and the reliable documentation of learning outcomes through digital badges.

Scope
ARTICLE 2- (1) This directive covers the design, verification, re-verification, evaluation, documentation, and quality assurance processes of micro-credentials proposed, implemented or recognized by associate degree, undergraduate, and graduate level programs and administrative units within the University.

(2) This scope also includes micro-credential activities carried out in collaboration with institutions outside the University, professional organizations, the private sector, public and non-governmental organizations.

(3) Procedures regarding the application and participation of individuals from outside the University, public and private sector employees, and graduates in micro-credentials are determined by the Rector.

Basis
ARTICLE 3- (1) This directive has been prepared based on the Higher Education Law No. 2547, Article 4/2 of the Regulation on the Procedures and Principles Regarding the Implementation of the Turkish Qualifications Framework (TQF), the Council of Europe Recommendation on a European Approach to Micro-credentials (2022/C 243/02), Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG, 2017), and the ENQA (2023) Report on the Quality Assurance of Micro-credentials.

Definitions
ARTICLE 4 - (1) In this directive:
a)ECTS: The European Credit Transfer System.
b)EQF: The European Qualifications Framework.
c)Digital badge: The verifiable electronic document containing standard metadata (issue date, learning outcomes, workload, TQF/EQF level, etc.) given following the successful completion of micro-credentials.
ç)Verification: The process of officially examining and approving the compliance of micro-credentials with quality, design, and content standards.
d)Vocational Qualifications Authority (VQA): The authorized institution operating in accordance with Law No. 5544, coordinating the preparation/approval processes of national occupational standards and vocational qualifications, and responsible for the operation of the TQF.
e)Micro-credential embedded course: A course partially designed within the scope of micro-credentials and integrated within a semester course.
f)Micro-credential course: A short learning unit designed within the scope of micro-credentials, focusing on a specific group of learning outcomes; a course of maximum 30 hours that can be credited as ECTS-equivalent.
g)Micro-Credential Design Plan: A plan including the purpose, target group, level (TQF/EQF), workload and ECTS equivalent, learning outcomes, teaching and learning methods, measurement-evaluation tools, content and time plan, stackability and recognition relationships, and quality assurance and feedback mechanisms.
ğ)Micro-credential: The record of learning outcomes showing the knowledge, skills, and competencies acquired by the learner as a result of a small learning unit.
h)Office: The Office of Micro-Credentials of İzmir University of Economics.
ı)Learner: Refers to the individual who continues learning in formal, non-formal, or self-directed learning environments.
i)Competency Development Pathway: A structured learning sequence comprising stackable micro-credentials that complement one another and support progression within a specific competency area.
j)Prior learning: Learning acquired in the past through formal, non-formal, or informal learning, and which can be verified by certificates or evidence of performance.
k)Recognition of prior learning: The process of evaluating the equivalence of an individual's formal, non-formal, or informal learning with the learning outcomes of a program or course.
l)Informal Learning: Learning that occurs through professional activities, voluntary work, or personal experiences in environments that are not structured in terms of learning objectives, duration, or learning support.
m)Formal learning: Learning that takes place in an organized and structured environment (for example, an education or training institution) in terms of learning objectives, time, or resources and is usually recognized with a qualification or certificate.
n)Extra-curricular learning: Refers to formal learning carried out concurrently with a program while enrolled in at İzmir University of Economics.
o)PDCA Cycle: The institutional continuous improvement cycle consisting of the stages of Plan–Do–Check–Act.
ö)Rector: The Rector of İzmir University of Economics.
p)TQF: The Turkish Qualifications Framework.
r)University/IUE: İzmir University of Economics.
s)Non-formal learning: Learning acquired during the period that a learner is enrolled in a program, but outside the formal education requirements of that program, and generally not officially documented.
ş)Revalidation: The process of reassessing the currency of micro-credentials and their compliance with quality standards at least once every three years.

CHAPTER TWO
Objectives, Design, and Implementation of Micro-Credentials

Objectives
ARTICLE 5- (1) The objectives of micro-credentials are as follows:
a) To support lifelong learning, professional development, and adaptation to the changing requirements of the labor market.
b) To facilitate academic or professional advancement and personal development by contributing to learners' acquisition of new knowledge, skills, and competencies.
c) To ensure the transparency, recognition, and portability of skills acquired through learning modules.
d) To encourage the sharing of learning evidence through digital badges in a reliable, verifiable manner, and in accordance with open data standards.
e) To establish a sustainable, innovative, and social contribution-oriented micro-credential ecosystem in alignment with the strategic goals of the University.

Design and Implementation
ARTICLE 6- (1) A Micro-Credential Design Plan is prepared for all micro-credential programs to be offered by the Office. This plan includes the program's purpose, target group, level (TQF/EQF), workload and ECTS equivalent if any, learning outcomes, teaching and learning methods, measurement-evaluation tools, content and time plan, stackability and recognition relationships, as well as quality assurance and feedback mechanisms.

(2) The following principles are taken as a basis in the design and implementation of micro-credentials:

a) Social and individual needs: Micro-credentials aim to increase social benefit, support individual development, and provide competencies relevant for the current requirements of the employment market.
b) Quality assurance: All micro-credentials are designed in accordance with the internal and external quality standards defined in the quality assurance principles determined by the Office. The design process is monitored with the PDCA cycle and carried out with an approach toward continuous improvement.
c) Measurable learning outcomes: Learning outcomes are determined clearly and measurably in the dimensions of knowledge–skills–competencies and in alignment with TQF/EQF level descriptors.
d) Evaluation rubrics (scales): Analytical rubrics containing performance levels for each learning outcome are prepared, and these rubrics are applied consistently in all evaluations.
e) Accessibility and flexibility: Learning pathways in modular structures are designed to be accessible with face-to-face, online, or hybrid options suitable for different learning speeds and individual needs.
f) Stackability: Each micro-credential can be designed in a stackable structure to support transition to one or more micro-credentials, programs, or qualifications.
g) Holistic design of competency development pathways: Micro-credentials can be designed to form stackable and complementary learning structures that will support learner progression to more advanced level qualifications.
h) Stakeholder participation: In the design phase, the perspectives of relevant academic units, sector representatives, graduates, and quality commission representatives are taken into account. These collaborations strengthen the validity and recognition of micro-credentials.
i) Digital transformation and innovation: Digital technologies and learning management systems are used effectively in implementation processes; data security, open badge standards, and the principle of learner ownership are observed.
j) Inclusiveness: In line with the principles of equality and inclusiveness, ease of access is provided for different learner profiles.

(3) During the design process, learning outcomes are determined to be evaluable, transferable, and compatible with national/international qualifications frameworks.

(4) Learner-centered approaches are adopted in implementation processes; active learning, project-based applications, and reflective evaluation methods are encouraged.

CHAPTER THREE
Quality Assurance, Evaluation, and Continuous Improvement

Quality Assurance Approach
ARTICLE 7- (1) Quality assurance processes of micro-credentials are carried out in line with current international standards.

(2) The quality assurance process is operated according to the PDCA cycle and is based on a continuous improvement approach.

(3) Quality assurance criteria comprise the dimensions of design, implementation, evaluation, documentation, recognition, transparency, and external evaluation.

Quality Assurance Principles
ARTICLE 8- (1) Each micro-credential is subjected to a quality assurance audit by the Office. Quality assurance of micro-credential programs is carried out in line with these basic principles: 
a) Transparency: Open and accessible sharing of the program's purpose, outcomes, and evaluation criteria.
b) Content quality: Ensuring that content reflects current knowledge and skills and is verified by relevant field experts.
c) Valid and reliable evaluation: Measuring learning outcomes with pre-defined rubrics.
d) Diversity and flexibility of learning pathways: Designing programs to be stackable and to allow the recognition of prior learning.
e) Recognition and portability: Ensuring that micro-credentials are recognizable and transferable on national and international platforms in alignment with the TQF/EQF.
f) Learner-centeredness: Providing inclusive and customizable learning experiences suitable for learner needs.
g) Originality and innovation: Designing programs in an innovative and value-oriented manner that responds to different learning needs.

Evaluation and Re-evaluation
ARTICLE 9- (1) Evaluations are made using methods that are valid, reliable, and compatible with learning outcomes.
(2) The success of each learner is scored through previously shared rubrics.

(3) Unsuccessful learners may be granted a one-time right to re-evaluation.

(4) Measurement results and evidence are archived in a digital environment according to the relevant legislation.

(5) Re-verification is performed in evaluation criteria; content, method, and stakeholder feedback are updated.

Quality Monitoring, Reporting, and Continuous Improvement
ARTICLE 10- (1) Every year, the Office prepares an Annual Quality Assurance Report containing data on participation, success, satisfaction, and employability, and submits it to the Rectorate.
(2) The findings obtained are integrated into the University's institutional quality indicators and strategic plan. An improvement action plan is prepared in line with the findings, and the implementation results are monitored.

CHAPTER FOUR
Certification

ARTICLE 11- (1) Learners who successfully complete the micro-credential requirements are awarded a digital badge.

(2) Standard metadata is included in the digital badge content.

CHAPTER FIVE
Management, Monitoring, and Entry into Force

Micro-Credentials Office
ARTICLE 12- (1) The Office is responsible for the coordination, quality assurance, verification, and digital badging processes of micro-credentials. In line with the University's strategic plan, it aims to support lifelong learning, employability, and the recognition of learning outcomes through micro-credentials.

(2) The Office operates under the Rectorate. The Office's work is carried out by a Director and an Assistant Director appointed by the Rector.

(3) The duties of the Office are as follows:
a) To coordinate the development, verification, and re-verification processes of micro-credentials in line with the University's strategic plan.
b) To ensure coordination between units in the design, implementation, measurement-evaluation, documentation, and quality assurance processes of micro-credentials.
c) To ensure the alignment of all micro-credentials with TQF and EQF level descriptors.
d) To ensure that the Micro-Credential Design Plan is prepared, verified, and updated.
e) To carry out the management of digital badge systems; to maintain data verification processes in accordance with open badge standards.
f) To collect and analyze feedback from students, faculty members, graduates, the business world, and external stakeholders, and to integrate them into continuous improvement activities.
g) To monitor the alignment of micro-credentials with social contribution, employability, and lifelong learning policies.
h) To audit compliance with quality assurance, measurement-evaluation, documentation, and transparency principles.
i) To carry out cooperation with stakeholder institutions, accreditation bodies, and sector representatives to increase the national and international recognition of micro-credentials.
j) To organize promotion, information, and awareness activities to increase the visibility of micro-credentials within the University.
k) To archive and ensure that all data regarding micro-credentials remains up-to-date.

Governance Process of Micro-Credentials 
ARTICLE 13- (1) The processes of development, verification, approval, implementation, documentation, and reporting of micro-credentials are carried out by the Micro-Credentials Office within the framework of the duties and responsibilities defined in Article 12.

CHAPTER SIX
Entry into Force and Execution

Entry into Force
ARTICLE 14- (1) This directive enters into force on the date it is approved by the İzmir University of Economics Senate.

Execution
ARTICLE 15- (1) The Rector of İzmir University of Economics executes the provisions of this directive.

This directive took effect with the Senate decision dated 29.04.2026 and numbered 573.