BENEFITS, CHALLENGES, & INSTITUTIONAL CRITERIA OF MICRO-CREDENTIAL PROGRAMS IN PAKISTANI BS CURRICULA: A SYSTEMATIC LITERATURE REVIEW WITH REFERENCE TO HEC QUALITY ASSURANCE FRAMEWORK

Abstract

The rapid evolution of workforce demands and digital transformation has intensified the global adoption of micro-credential programs within higher education systems. In Pakistan, the integration of micro-credentials into Bachelor of Studies (BS) curricula has gained increasing attention, particularly under the guidance of the Higher Education Commission Quality Assurance Framework. This systematic literature review examines the benefits, challenges, and institutional criteria associated with the implementation of micro-credential programs in Pakistani BS programs. Following PRISMA guidelines, peer-reviewed journal articles, policy documents, and HEC reports published between 2015 and 2025 were systematically analyzed. The findings indicate that micro-credentials enhance employability, promote flexible and lifelong learning, support industry–academia alignment, and enable rapid skill acquisition among undergraduate students. However, significant challenges persist, including the lack of standardized accreditation mechanisms, limited faculty preparedness, resource constraints, assessment credibility issues, and ambiguities in credit transfer and recognition within existing degree structures. The review further identifies key institutional criteria essential for effective implementation, such as curriculum alignment with the National Qualifications Framework (NQF), robust quality assurance mechanisms, industry collaboration, digital infrastructure, and continuous monitoring under HEC guidelines. The study concludes that while micro-credentials offer substantial potential to strengthen Pakistan’s higher education ecosystem, their successful integration requires coherent policy frameworks, institutional capacity building, and strict adherence to HEC quality assurance standards. The findings provide valuable insights for policymakers, academic leaders, and curriculum developers seeking to embed micro-credentials sustainably within BS curricula.