EDITORIAL Making flexibility real

In her editorial on the theme of Flexible Learning Approaches, ELM Editorial Board member Antra Carlsen explores flexible learning and highlights micro-credentials as an important tool for supporting it.

Education and research have several important interests to address. On the one hand, education and research have to promote the value of knowledge, support the formation of the individual, and ensure socialisation.

At the same time, education and research are also increasingly expected to meet the needs of an adaptable labour force, and to function as a tool that can help find answers to current and future problems.

In the Nordic region, the current policy discussions often reflect on questions like:

• Are we delivering the best possible education both for the individual and for society?
• Are we utilising the full potential of learning?

International skills anticipation studies show that we will face challenges in recruiting crucial occupational groups such educators, nurses and healthcare assistants, as well as individuals with IT skills and engineers. For the Nordic region, this means that there will not be enough people in key occupations to maintain the current level of the welfare system and ensure the transitions needed.

THIS LEAVES US WITH an urgent need to think in new ways. In a time of constant change, uncertainty and complexity, it is clear that lifelong learning must be flexible.

The traditional model of education no longer fits the realities of people’s lives. Today’s learners are diverse. They include adults balancing work and caregiving, employees facing career changes, citizens struggling with digital transition and other groups. Their needs cannot be met by one-size-fits-all solutions. Flexible learning — modular, personalised, and responsive — is key to making education lifelong and lifewide.

This is where micro-credentials come into play. Micro-credentials — small, targeted units of learning that certify specific skills or knowledge — are emerging as a powerful tool to support flexibility. They allow people to learn what they need, when they need it, and in ways that fit into their lives.

Micro-credentials are a powerful tool to support flexibility.

They also provide stepping stones: stackable pathways that can build toward broader qualifications, allowing learners to progress at their own pace. For adults who have been out of formal education for years — or never felt they belonged there — micro-credentials offer an accessible and confidence-building entry point.

BUT FLEXIBILITY CAN include the challenge of trust. In the Nordic context, attention is paid to ensuring that micro-credentials are of high quality, transparent, and widely recognised across sectors. We strive to create systems that link non-formal and formal learning, so skills gained through work, volunteering or short courses can count.

Another important aspect of ensuring trust is a broad stakeholder involvement. When placing micro-credentials in the general learning landscapes, the Nordic approach calls for collaboration and decision-making in accordance with various stakeholders, levels of interests and requirements.

Broad stakeholder involvement is important for ensuring trust.

To get this right, we need to join forces. Policymakers must provide clear frameworks. Employers and social partners should recognise and validate micro-credentials as part of lifelong career development. Education providers must build flexible, learner-centred pathways. And learners themselves should be empowered to shape their own learning journeys.

EVEN THOUGH THE TRADITIONS of adult education and learning are strong in Europe, international surveys show that basic skills are in decline, and that the education sector is increasingly being influenced by other factors such as social, linguistic and cultural background, in addition to social media.

Challenges are posed by the growing number of people who are neither in work nor education. The Nordic region is struggling with drop-out rates, especially within vocational subjects.

This is why we need to keep investigating, developing and upscaling flexible learning models. By connecting stakeholders, sharing practices and exploring how tools like micro-credentials can support inclusion, recognition and lifelong learning for all, Europe can take a big step.

Flexibility is about justice and inclusion. By embracing flexible learning, we recognise that people’s lives are complex, and that diverse support and tools are needed to help everyone to advance.

From May to August, ELM Magazine will focus on flexible and inclusive learning approaches in its articles. We begin with a compelling case from the Faroe Islands — a project investing in the education of young people with special needs. We’ll also feature a 3D museum initiative aimed at developing adult learners’ literacy skills and take a closer look at the role of micro-credentials in addressing today’s trends.

Stay tuned for more upcoming articles filled with fresh insights and perspectives.

Looking for more articles on flexible and inclusive learning approaches?

This article is part of the theme 'Flexible Learning Approaches 2025'.

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