Motivation for obtaining micro-credentials: theoretical model and growth strategies

Purpose This study aims to explore the diverse motivations driving vocational students to pursue micro-credentials, aiming to reveal whether these credentials have the potential to support learners in achieving personal career objectives, meeting employer demands and fostering sustained self-development. Design/methodology/approach A content analysis approach was used to analyze the motivational units reported by 21,849 vocational students in China during their micro-credential learning process. Drawing on motivation theories, the analysis involved inductive coding, thematic categorization and conceptual clustering to identify underlying motivational patterns. Findings Five motivational themes were identified: amotivation, survival-based approach-avoidance, achievement orientation, emotional feedback and humanistic development. The motivation hierarchy model suggests that vocational students’ engagement with micro-credentials embodies both instrumental and meaning-driven pursuits. The findings reflect how vocational students relate micro-credential learning to external demands and internal value systems. Originality/value The motivation hierarchy model advances the understanding of learner motivation beyond the traditional intrinsic-extrinsic dichotomy. It provides a theoretical lens and empirical basis for developing learner-centered micro-credential systems, while offering practical insights for psychological support services, curriculum design and policy innovation in vocational education.