Design and Evaluation of a Mobile Micro-Credentials System for Technical Education

Thesis Abstract

The rapid expansion of technical education demands credentialing mechanisms that reflect hands-on competencies and up-to-date industry requirements, yet traditional degree transcripts often fail to capture discrete skills and micro-competencies. This study addresses the gap by designing, implementing, and evaluating a Mobile Micro-Credentials System (MMCS) tailored to technical education contexts where learners acquire modular skills through short-form, verifiable digital badges and skill attestations. The aim is to develop a scalable, learner-centric platform that authenticates micro-credentials, integrates with existing LMS ecosystems, and supports data-driven decisions for learners, instructors, and employers. Specific objectives are to (1) design a mobile-first micro-credentialing architecture grounded in constructivist and capability-based theories, (2) implement an end-to-end MMCS prototype incorporating competency mapping, assessment workflows, and blockchain-backed verifiability, (3) evaluate usability and adoption among technical education students and instructors, (4) examine learning outcomes and skill transfer using quantitative performance metrics, and (5) assess the system’s impact on employability indicators and stakeholder satisfaction. The methodological approach adopts a mixed-methods design underpinned by the Technology Acceptance Model (TAM) and the Constructivist Learning Theory. The population comprises 2,000 technical-education learners and 150 instructors across three polytechnic campuses. A stratified sampling approach yields a sample of 600 learners and 45 instructors for quantitative analysis, with purposive sampling selecting 20 industry partners for qualitative insights. Data collection instruments include a mobile usability questionnaire (System Usability Scale adapted for micro-credentials), pre- and post-intervention skill assessments aligned to a competency framework, platform analytics (credential issuance, completion rates, and time-to-credential), semi-structured interviews, and focus groups. Validity and reliability are addressed through pilot testing (n=60) of instruments, Cronbach’s alpha for internal consistency of scales (target ? ? 0.82), and triangulation across data sources. Data analysis employs descriptive statistics and inferential techniques for the quantitative strand, including multiple regression to identify predictors of MMCS adoption and user satisfaction, ANOVA to compare learning outcomes across credential types, and time-to-credential survival analysis to understand completion dynamics. Qualitative data are analyzed via thematic analysis following Braun and Clarke’s methodology, aided by NVivo 12 to identify salient themes related to usability, perceived credibility, and employability relevance. An integrated interpretation examines convergences and divergences between quantitative outcomes and qualitative insights, enabling a robust assessment of the MMCS’s effectiveness. Ethical considerations include informed consent, anonymization of participant data, secure handling of digital credentials, and compliance with institutional review board protocols. Expected findings anticipate that the MMCS will exhibit high usability scores (SUS ? 78), statistically significant improvements in practical skill assessments (p < 0.05) for learners who actively engage with micro-credentials, and shorter time-to-credential durations for modular competencies compared with traditional course pathways. Regression analyses are expected to reveal perceived usefulness, perceived ease of use, and institutional support as strong predictors of adoption, while qualitative themes may reveal enhanced motivation, clearer career pathways, and concerns about credential portability and interoperability. The study also anticipates that employers will report increased confidence in candidate competencies demonstrated by portable, verifiable credentials, thereby improving match accuracy in hiring processes. The contribution to knowledge lies in (a) a rigorously designed mobile micro-credentials architecture tailored to technical education, (b) empirical evidence on its impact on learning outcomes, skill transfer, and employability, and (c) practical guidelines for policy, curriculum alignment, and stakeholder collaboration to scale micro-credential ecosystems in technical disciplines. The main conclusion is that a well-designed MMCS can complement traditional qualifications by enabling rapid, credible demonstration of discrete competencies, provided it is underpinned by robust assessment design, interoperability standards, and active engagement from industry partners. Recommendations include establishing national or regional micro-credential standards, integrating MMCS with existing ERP/LMS platforms, investing in instructor development for credible assessments, and expanding research to longitudinally track credential portability and career progression.