Micro-credentials and the unbundling of higher education: democratization of learning across the lifespan

Purpose This paper investigates the potential of micro-credentials to democratize higher education in the context of Industry 4.0 and the creative disruption caused by generative AI. It proposes an applied framework for a micro-credential ecosystem that fosters collaboration and dynamic interactions among learners, providers, regulators and facilitators, enabling effective upskilling and reskilling in response to the rapid technological advancements that the world has yet to fully encounter. Design/methodology/approach Using Hong Kong as a case study, the research employs the concept of democratization of higher education and critical policy analysis to assess policy as a dynamic process influenced by power, discourse and social context and examine how these micro-credentials unbundle higher education and contribute to democratizing learning across the life-span. Findings The research reveals that micro-credentials are valuable tools for skill enhancement and career advancement. It offers new insights into the roles of stakeholders: learners as active participants in curating personalized educational journeys; providers as innovators of modular, stackable credentials; regulators as architects of quality assurance and recognition frameworks and facilitators as enablers of scalability and accessibility. The paper advocates for their integration into educational frameworks to facilitate the development and recognition of knowledge and skills acquired outside traditional learning systems, thereby promoting lifelong learning in an innovative and impactful manner. Originality/value This study contributes to literature and policy-making by demonstrating how micro-credentials bridge gaps between formal education, workforce demands and continuing education. Instead of merely conferring degrees and parting ways with graduates, universities, as innovative learning institutions, can offer transformative experiences that support individuals throughout their lifelong journeys. By embracing the concept of a 100-year lifespan, universities can position themselves for sustained growth and relevance in the evolving futures. Through the Hong Kong case, this research advances theoretical understandings of credentialing ecosystems and provides an empirical basis for exploring their scalability in other global cities, enriching the discourse on the future of higher education amid creative disruptions.