Applicability of Technology-Integrated Micro-Credentials in Higher Education: An Academe–Industry Model for Sustainable Skills Development

Abstract

This study examined the applicability of technology-integrated micro-credentials in higher education and developed an Academe–Industry Model for Sustainable Skills Development in the 3rd District of Cebu Province during Fiscal Year 2026. Specifically, the study assessed the applicability of technology-integrated micro-credentials in terms of technology readiness, accessibility, curriculum integration, competency-based learning, digital assessment, and institutional support. It further evaluated industry relevance, academe–industry collaboration, and sustainability in terms of industry alignment, competency development, employability, partnership, institutional capacity, quality assurance, and continuous improvement. The study also determined the significant relationships and predictors of applicability and sustainability and identified implementation challenges and opportunities that may influence the effective adoption of technology-integrated micro-credentials in higher education. A descriptive-developmental research design was employed using a quantitative approach. The respondents consisted of 120 academic and industry stakeholders from selected higher education institutions and partner industries in Pinamungajan, Balamban, and Toledo City. Data were gathered using a structured survey questionnaire designed to measure the identified dimensions of technology-integrated micro-credentials. Frequency, percentage, weighted mean, and standard deviation were utilized to describe the respondents and assess the different dimensions of applicability, industry relevance, collaboration, and sustainability. Appropriate inferential statistical procedures were employed to determine significant relationships and predictors among the study variables. The empirical findings served as the basis for the development of an Academe–Industry Model for Sustainable Skills Development. The study is expected to provide evidence on the readiness and capacity of higher education institutions to implement flexible, technology-enabled, competency-based, and industry-responsive micro-credentials. It likewise seeks to identify the conditions necessary for effective academe–industry collaboration, including curriculum alignment, competency validation, digital assessment, credential recognition, institutional support, quality assurance, and continuous improvement. The proposed model is intended to provide a systematic framework linking technology integration, higher education, industry partnership, competency development, employability, and sustainable lifelong learning. Ultimately, the study may contribute to strengthening flexible learning pathways and improving the responsiveness of higher education to emerging technological and workforce requirements.