THE IMPACT OF INTENDED USE AND PERCEPTIONS OF MICRO-CREDENTIALS ON PROFESSIONAL DEVELOPMENT OF TEACHERS IN ACADEMIA: AN EMPIRICAL EVIDENCE FROM AN EMERGING ECONOMY

Abstract

Purpose: The purpose of this research paper is to analyze the impact of perceptions and intended use of micro-credentials on professional development of teachers. Alternatively, this study focuses on how micro-credentials can play a role in enhancement of teachers’ content knowledge, collaboration, employability, and competence.
Design Methodology Approach: This research paper followed the positivist approach to analyze data and therefore quantitative analysis was undertaken to examine the problem by circulating a questionnaire among 256 people who were selected by using purposive sampling technique as the target audience was teachers working in higher education institutes in Pakistan who have prior experience with micro-credentials.
Findings: The findings of this study support that the perceptions and intended use of micro-credentials have a positive effect on collaboration and employability enhancement of teachers. However, the hypotheses that perceptions and intended use of micro-credentials have an impact on teachers’ content knowledge were rejected. Research also suggested that positive perceptions of micro-credentials have a high effect on perceived competence.
Originality value: This paper provides evidence to conclude that micro-credentials play a vital role in the professional development of teachers. Educators perceive micro-degrees as an important element in their career growth as it provides them an opportunity to learn new skills, discuss their ideas, and increase their employability and competence. Thus, policymakers should take the necessary steps to promote micro-learning prospects for teachers.