Bridging The Policy-Practice Gap: A Scoping Review Of Quality Indicators For Monitoring Credit-Modular System

Credit-modular education and micro-credentials are reshaping higher education through flexibility, mobility and lifelong learning. Despite extensive international policy development, evidence shows persistent gaps between quality assurance policy prescriptions and institutional implementation. This scoping review synthesizes global evidence on the quality indicators used to monitor credit-modular education and micro-credentials. Using a structure–process–outcome framework, more than hundred sources were analyzed. The findings show a strong alignment in basic structural and process indicators but major divergence in outcome and equity indicators. Data silos, regulatory fragmentation, and limited analytical capacity drive this misalignment. This study proposes a harmonized core indicator model to improve policy coherence, institutional monitoring, and learner transparency.

Hali tarjima qilinmagan