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(3) (Repealed SD 19.08.2026-577-B1)
Basis
ARTICLE 3- (1) (Changed SD 19.08.2026-577/B1) This directive has been prepared on the basis of 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 Procedures and Principles Regarding the Micro-Credentials Framework in Higher Education Institutions, and other relevant legislation.
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) (Changed SD 19.08.2026-577/B1) Micro-credential course: A short learning unit designed within the scope of a micro-credential and focused on a specific set of learning outcomes; a course with a maximum workload of 25 hours corresponding to 1 ECTS credit,
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) (Changed SD 19.08.2026-577/B1) Micro-credential: A small-scale qualification acquired in a specific field related to higher education through short and flexible learning pathways, whose learning outcomes are verified through assessment and evaluation processes, quality-assured, and documented by a digital badge,
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,
t) (Added SD 19.08.2026-577/B1) ECTS Credit: A credit unit representing 25 hours of learner workload corresponding to one ECTS credit,
u) (Added SD 19.08.2026-577/B1) Digital Wallet: A digital platform that enables learners to securely store, manage, and share their micro-credential documents in a portable and user-controlled manner,
ü) (Added SD 19.08.2026-577/B1) Level: Each of the qualifications at Levels 5, 6, 7, and 8 defined in the Turkish Qualifications Framework,
v) (Added SD 19.08.2026-577/B1) Trainer: Higher education institutions and natural or legal persons outside such institutions involved in the design or delivery of micro-credential training,
y) (Added SD 19.08.2026-577/B1) Mode of Participation: Whether micro-credential training is delivered face-to-face, through distance education, or in hybrid mode,
z) (Added SD 19.08.2026-577/B1) Learning Outcomes: Measurable outcomes expressing the knowledge, skills, and competencies acquired by the learner upon completion of a micro-credential,
aa) (Added SD 19.08.2026-577/B1) Evidence of Learning: The entirety of performance tasks, portfolios, projects, or assessment outputs that verify the acquisition of a micro-credential,
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,
ç) To encourage the sharing of learning evidence through digital badges in a reliable, verifiable manner, and in accordance with open data standards,
d) 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.
ç) Evaluation rubrics (scales): Analytical rubrics containing performance levels for each learning outcome are prepared, and these rubrics are applied consistently in all evaluations.
d) 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.
e) Stackability: Each micro-credential can be designed in a stackable structure to support transition to one or more micro-credentials, programs, or qualifications.
f) Holistic design of competency development pathways: Micro-credentials may be designed to form stackable and complementary learning structures that support learners’ progression to more advanced qualifications. (Sentence added SD 19.08.2026-577/B1) These structures may support learners’ progression from micro-credentials to more comprehensive competency development pathways and, where appropriate, to academic recognition processes.
g) 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.
ğ) 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.
h) 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) (Changed SD 19.08.2026-577/B1) Assessments are conducted on the basis of learning outcomes and the evidence of learning supporting them, using methods that are valid, reliable, and aligned with the 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 and Recognition (Title changed SD 19.08.2026-577/B1)
ARTICLE 11- (1) Learners who successfully complete the micro-credential requirements are awarded a digital badge.
(2) (Changed SD 19.08.2026-577/B1) Digital badges and related documents shall contain, at a minimum, the following information:
a) Learner’s full name,
b) Name of the micro-credential,
c) Institution issuing the micro-credential,
ç) Date of issue,
d) Learning outcomes,
e) Workload and ECTS equivalent, if any,
f) TQF/EQF level,
g) Assessment and evaluation method,
ğ) Achievement criteria,
h) Verifiable digital identification information,
ı) Mode of participation in the learning activity (face-to-face / distance / hybrid),
i) Quality assurance approach and mechanisms applied.
(Article Added SD 19.08.2026-577/B1)
ARTICLE 11/A- (1) Recognition of credits earned within the scope of micro-credentials is carried out in accordance with the relevant legislation.
(2) ECTS credits earned through micro-credentials may not exceed 10% of the total ECTS credits of the relevant program.
(3) No more than 50% of the micro-credentials subject to ECTS credit transfer may have been completed through distance education.
(4) Recognized micro-credentials are indicated in the diploma supplement and transcript; such training is listed by combining it under a course title.
(Article Added SD 19.08.2026-577/B1)
Recognition of Micro-Credentials Completed Outside the University
ARTICLE 11/B - (1) Learners may apply in writing to the relevant unit for the recognition of micro-credential training provided by an institution or organization outside the University.
(2) Recognition applications must include documents containing the minimum information specified in Article 11.
(3) The relevant unit is responsible for verifying the accuracy of the information contained in the submitted documents. During the verification process, the qualifications and records relating to the trainer must be traceable and verifiable.
(4) If external micro-credential training is to be used to obtain an exemption within a course or program, the learner must not have previously taken the course in question.
(5) Recognized external micro-credentials are subject to the credit and documentation principles specified in Article 12.
(6) The University Senate may recognize the micro-credential training submitted for recognition and determine its ECTS credits, provided that the conditions set out in these Procedures and Principles are met.
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.
ç) To ensure that the Micro-Credential Design Plan is prepared, verified, and updated.
d) To carry out the management of digital badge systems; to maintain data verification processes in accordance with open badge standards.
e) To collect and analyze feedback from students, faculty members, graduates, the business world, and external stakeholders, and to integrate them into continuous improvement activities.
f) To monitor the alignment of micro-credentials with social contribution, employability, and lifelong learning policies.
g) To audit compliance with quality assurance, measurement-evaluation, documentation, and transparency principles.
h) 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) (Changed SD 19.08.2026-577/B1) The processes of developing, verifying, approving, implementing, documenting, and reporting micro-credentials are carried out by the Micro-Credentials Office within the framework of the duties and responsibilities defined in Article 12.
(2) (Added SD 19.08.2026-577/B1) Applications for micro-credentials are submitted through the Micro-Credential Design Plan. The Micro-Credentials Office conducts a preliminary evaluation of the application in terms of its scope, compliance with standards, and suitability for micro-credential development. Applications are evaluated by the Office within thirty days at the latest.
(3) (Added SD 19.08.2026-577/B1) The conditions regarding attendance and the permitted duration of absence for micro-credential training offered shall be dete
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.
