Micro-credentials in graduate teacher education: competency gains, expert appraisal, and conditions for stackability

Introduction Micro-credentials arranged as a stackable degree are increasingly used as a targeted upskilling tool in master’s programmes in teacher education; however, empirical evidence on competence gains and the portability of this model into university pathways remains limited. This study aimed to quantify within-cohort competence gains associated with five micro-programmes and to specify conditions for institutional integration. Methods A pre–post quasi-experimental design without a control group was implemented across five independent cohorts of master’s students ( N = 100). Each participant completed one programme ( Andragogue-Educator , Teacher-Mediator , Teacher-Game-Based Learning , Teacher-Career Guidance , or Teacher-Facilitator ). Outcomes were measured with a 12-item scale comprising five subscales (educational technologies, adaptability, digital literacy, interactive methods, mediation/facilitation), with internal consistency α = 0.84. Normality was assessed using the Shapiro–Wilk test; within-group pre–post changes were tested via paired t -tests with Holm adjustment. Effect sizes were reported as d ( z ) with 95% confidence intervals. In addition, expert appraisal was conducted (Kendall’s W), and students’ essays were analysed thematically. Results In the pooled sample, all subscales showed statistically significant gains (all p < .001), with large effect sizes ( d ( z ) = 1.12–1.25) and confidence intervals excluding zero. The largest improvements related to educational technologies and interactive methods. Expert ratings were highest for practical applicability and integration of digital tools, with strong inter-rater agreement ( W = 0.84, p < .001). Discussion A practice-oriented micro-module design was associated with rapid classroom transfer and sizeable within-cohort gains in applied competencies. Programme profiles are reported descriptively and triangulated with expert appraisal and qualitative evidence; no inferential between-programme comparisons were conducted. Implications include early placement of applied modules within the study pathway, formalised portfolios and rubrics for RPL/credit recognition, and partnerships with schools and EdTech providers. Limitations include the absence of a control group, lack of factorial validation for the scale, and a short observation window; delayed follow-ups and repeated-measures models are warranted.