Micro-credentials in Saudi higher education: stakeholder perceptions and policy implications for economic transformation and bridging skills gaps

Purpose This study explores how aware college students and employers in Saudi Arabia are of micro-credentials and how much value they place on them. It also examines how micro-credentials affect students’ motivation for professional growth, addressing the country’s need to reskill and upskill the workforce. Design/methodology/approach A quantitative method using survey was conducted with 178 college students and 18 employers. The data analysis looked at awareness levels and how participants perceived the value of micro-credentials, along with correlations between these factors. It also examined differences across various academic fields and genders. Findings The study found that both students and employers had low awareness of micro-credentials. However, there was a moderately positive link between awareness and perceived value, with no differences across academic disciplines and genders. Students showed moderate motivation to pursue micro-credentials, seeing them as a potential benefit for career advancement. Practical implications The study recommends that higher education institutions work closely with industries to develop custom micro-credentials that address the evolving skill needs of the workforce. Incorporating micro-credentials into educational programs can improve students’ employability and ensure a closer match between education and job market demands. Originality/value This research offers fresh insights into how stakeholders in Saudi higher education view micro-credentials. It underscores the pressing need for stronger partnerships between universities and industries, the creation of a national micro-credential framework, and better alignment of educational outcomes with the skills that employers value.