The Future of Learning: Blended Learning & Micro-credentials toward Sustainable Development
Professor Moayyad Homidi
Arab Open University, Jordan
Geneva – 23-24 Oct. 2024

 Today’s Students. Tomorrow’s Workforce. Are They Ready?
According to the World Economic Forum, by 2030, more than 1 billion jobs globally will be transformed by technology, and education systems MUST adapt to prepare people for this shift.

With emerging technology rapidly disrupting industry, employers feel they just can’t find the right candidates. New graduates seem to be lacking, especially in skills like communication and critical thinking. Both students and employers are calling on higher education institutions to fill the gaps.

 After a Decade of Growth, Degree Earners Decline
The number of undergraduate degree earners fell last year for the first time since 2012. Is it a bump in the road or a harbinger of a changing higher ed landscape? *(NSCRC,2023)*

This shows the importance of creating flexible, adaptive education systems that cater to these changing needs, a role that blended learning & micro-credentials can fulfill.

MCs – BL for Sustainable Dev.
– Micro-credentials** offer ways to continuously upskill or reskill, fostering the adaptability required for addressing global challenges, especially those related to sustainability (SDG 4: Quality Education, SDG 8: Decent Work, and SDG 13: Climate Action).
– Blended education** is closely tied to SDG 4 (Quality Education) by promoting inclusive and equitable access to quality education globally.

 Accessibility and Inclusion
– Democratizing Education:** By offering micro-credentials through blended learning platforms, education becomes more accessible to learners from diverse backgrounds, including disadvantaged groups.
– Bridging Gaps:** Blended learning enables people in remote or underprivileged regions to gain advanced skills without the financial or logistical burden of traditional degree programs.

 Lifelong Learning
Micro-credentials and blended education are critical to fostering lifelong learning—a key concept in the sustainability conversation. As industries change, learners need continual access to new knowledge.

Example: Australia’s Deakin University has created micro-credentials focused on climate change and sustainability, available worldwide through its online platform.

AOU:Taziz platform*

 Case studies:
– CASE STUDY 1: ARAB OPEN UNIVERSITY**
The Arab Open University (AOU) is a regional institution of higher learning that employs a hybrid and flexible learning model. It is tasked with providing high-quality, market-relevant educational and research programs at a Pan-Arab level to serve the needs of local and regional communities *(AOU, 2024)*.
Launching the *Reinforce* platform, which serves as a nurturing environment for this initiative.

– Case Study 2: University of the People (UoPeople)
UoPeople, a non-profit, tuition-free online university, uses a blended model to reach students worldwide, especially in developing countries. Their partnership with UNHCR has provided education to refugees in camps through micro-credentials in fields like healthcare management and computer science.