In this paper I analyse the voices of practitioners and stakeholders in the micro-credentials arena to answer the research question: What are the possible affordances, complexities and limitations of micro-credentials? There is much written on the potential of micro-credentials as an agent of change for better or worse (Desmarchelier & Cary, 2022, Gibson et al., 2016, Hanshaw, 2024, McGreal & Olcott, 2022, Pollard & Vincent, 2022, Ralston, 2021, Wilson et al., 2016). However, there is little literature on the affordances, complexities and limitations of micro-credentials experienced in practice – research documenting events and utilising the voices of practitioners. My data collection involved developing a data set of practitioner voices through semi-structured interviews. By using Qualitative Descriptive Research with Reflexive Thematic Analyses, I uncover themes indicating the affordances of micro-credentials, as well complexities and limitations. Following the voices of practitioners’ lived experience points can bring us to understanding new ways of doing things (Clandinin & Connelly, 2000). By heeding the voices of practitioners, stakeholders may understand how better to leverage micro-credentialing to the betterment of the human experience. Practitioner Notes 1. This paper explores the multiple affordances and numerous related complexities of micro-credentials through the voices of practitioners and one learner in the micro-credentialing spaces. 2. It identifies some of the concomitant key affordances of micro-credentials, which speak of their potential, as well as numerous complexities and limitations, which hinder the buildout of them. 3. The multiple affordances of micro-credentials can be seen as catalysts to change the education landscape, and the numerous complexities and limitations are related inhibitors that stymy such change. © by the authors.
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