On the decoding of skills and competency in the age of atomized education

This paper critically examines the evolving landscape of knowledge, skills and competence within university continuing education units, with a focus on the increasing atomization of lifelong education into micro‐credentials and other short-cycle learning models. While these trends respond to workforce demands for skills-first employment, particularly in unregulated fields, they also raise concerns about the authenticity and coherence of educational outcomes. Drawing on insights from cognitive science, the paper explores the dynamic processes of learning, emphasising the role of mental models (schemas and world models) in integrating and applying knowledge in novel contexts. The discussion highlights the challenges posed by semantic drift and inconsistent definitions of key educational terms, which complicate the alignment of educational outcomes with labour market needs. Furthermore, it critiques the limitations of micro‐credentials in fostering the broader, adaptive competencies required to navigate complexity and uncertainty. The paper argues for a holistic and integrative approach to lifelong learning, emphasising the social dimensions of education, clear definitions of skills and competencies, and authentic assessment practices. Ultimately, it advocates for reimagining educational frameworks to align with the biological and social realities of learning, ensuring that lifelong education achieves its transformative potential in an era defined by rapid technological and economic change.