Taiwo Olayode Mustapha1, Micheal Abimbola Oladosu2✉, Moses Adondua Abah3, Elizabeth Okeoghene Alagba4 and Bukola Oluwaseyi Olufosoye5
1School of Human Development and Organizational Studies, Faculty of Education, University of Florida, Florida, USA
2Department of Chemical Sciences, Faculty of Science, Anchor University, Lagos, Nigeria.
3Department of Biochemistry, Faculty of Pure and Applied Sciences, Federal University of Wukari, Wukari, Taraba State, Nigeria
4Department of Biology Technical Education, Faculty of Education Federal University of Technology, Minna, Nigeria
5Department of Medical Microbiology, Faculty of Medical Laboratory Sciences.
Ambrose Alli University, Ekpoma, Edo State, Nigeria
(✉) Corresponding Author
Received: Apr 30, 2026/ Revised: May 30 2026/Accepted: June 6, 2026
The traditional higher education model, with its rigid structures and multi-year commitments, increasingly fails to serve the growing population of working adults, career-changers, and non-traditional learners. Micro-credentialing and alternative certification pathways have emerged as transformative mechanisms to democratise access to higher education and skills development. This review examines the landscape of micro-credentialing and alternative certification pathways in higher education from 2020 to 2025, with particular emphasis on expanding equitable access for non-traditional and working learners. A narrative review of peer-reviewed literature published between 2020 and 2025 was conducted using PubMed, ERIC, and Scopus databases. Empirical studies, systematic reviews, and policy analyses were included. A total of 32 sources were synthesised thematically. Evidence indicates that micro-credentials improve workforce readiness, increase educational participation among underserved populations, and are increasingly recognised by employers. Significant challenges remain regarding quality assurance, institutional recognition, digital equity, and credential portability. Stakeholder collaboration, robust accreditation frameworks, and stackable pathway design are critical enablers. Future research should address longitudinal outcomes and global comparability.
Keywords: micro-credentials; alternative certification; non-traditional learners; online education; stackable credentials; workforce development; higher education access; digital badges
How to cite this article
Mustapha, T. O., Oladosu, M. A., Abah, M. A., Alagba, E. O., & Olufosoye, B. O. (2026). Micro-credentialing and alternative certification pathways in higher education: Expanding access for non-traditional and working learners. Science Archives, 7(2), 154–162. https://doi.org/10.47587/SA.2026.7214
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