Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved]
Open education recognition systems are transforming how skills and competencies are validated across formal, informal, and non-formal learning environments. This scoping review examines current practices in open recognition systems—including micro-credentials, digital badges, and open educational re...
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2025-08-01
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| Series: | Open Research Europe |
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| Online Access: | https://open-research-europe.ec.europa.eu/articles/5-138/v3 |
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| author | Pablo Martín-Ramos Fatma Fourati-Jamoussi Dileyni Diaz-De-Oleo Frederico Oliveira-Pinto Kimberley Couchy Lucio Alessandro Lo Giudice Luís Veiga-Martins Barbara Tosi Luis Manuel Navas-Gracia |
| author_facet | Pablo Martín-Ramos Fatma Fourati-Jamoussi Dileyni Diaz-De-Oleo Frederico Oliveira-Pinto Kimberley Couchy Lucio Alessandro Lo Giudice Luís Veiga-Martins Barbara Tosi Luis Manuel Navas-Gracia |
| author_sort | Pablo Martín-Ramos |
| collection | DOAJ |
| description | Open education recognition systems are transforming how skills and competencies are validated across formal, informal, and non-formal learning environments. This scoping review examines current practices in open recognition systems—including micro-credentials, digital badges, and open educational resources (OER) completion certificates and participation badges—with particular emphasis on their application and potential in climate education. Following systematic search strategies across eight databases, we analyzed 70 publications (2010–2024) comprising journal articles, book chapters, institutional reports, and conference proceedings to map existing evidence, identify key concepts, and uncover gaps in applying these systems to climate education. The analysis reveals that while these systems have significant potential to bridge academic learning with professional demands and environmental action, their impact is limited by persistent challenges: lack of definitional consistency and quality-assurance standards across institutions; significant technological barriers to credential portability and verification; and lack of awareness and trust from employers, undermining these credentials’ currency in the labor market. Despite these challenges, notable findings include the growing importance of micro-credentials for validating climate adaptation skills, the value of open badges in recognizing interdisciplinary competencies essential for environmental action, and the need for integrated qualification frameworks that can accommodate both formal and informal learning pathways in sustainability education. This integration is critical for validating the interdisciplinary and action-oriented skills demanded by the green economy, often acquired through the non-formal and informal learning pathways characteristic of environmental action and advocacy. Our review concludes that a significant implementation and research gap exists between open recognition’s potential and its application in climate education. Most notably, we find a near-complete absence of recognition frameworks for eco-pedagogical activities, perpetuating focus on technical knowledge over transformative, action-oriented learning. We recommend that future work prioritize creating robust, co-designed assessment models for these critical competencies to bridge the gap between education and meaningful climate action. |
| format | Article |
| id | doaj-art-ed9fea5395be4eebaad665fcc9e683cb |
| institution | Kabale University |
| issn | 2732-5121 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | Open Research Europe |
| spelling | doaj-art-ed9fea5395be4eebaad665fcc9e683cb2025-08-20T04:01:03ZengF1000 Research LtdOpen Research Europe2732-51212025-08-01510.12688/openreseurope.20048.322897Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved]Pablo Martín-Ramos0https://orcid.org/0000-0003-2713-2786Fatma Fourati-Jamoussi1Dileyni Diaz-De-Oleo2https://orcid.org/0000-0001-8370-406XFrederico Oliveira-Pinto3Kimberley Couchy4Lucio Alessandro Lo Giudice5Luís Veiga-Martins6Barbara Tosi7Luis Manuel Navas-Gracia8https://orcid.org/0000-0002-7895-925XGIR-TADRUS, ETSIIAA, Universidad de Valladolid, Palencia, Castile and León, 34004, SpainInTerACT, UniLaSalle, Beauvais, Hauts-de-France, 60000, FranceGIR-TADRUS, ETSIIAA, Universidad de Valladolid, Palencia, Castile and León, 34004, SpainNOVA School of Business and Economics, NOVA University, Lisbon, 2775-405, PortugalInTerACT, UniLaSalle, Beauvais, Hauts-de-France, 60000, FranceConsorzio Scuola Comunità Impresa, Novara, NO, 28100, ItalyNOVA School of Business and Economics, NOVA University, Lisbon, 2775-405, PortugalConsorzio Scuola Comunità Impresa, Novara, NO, 28100, ItalyGIR-TADRUS, ETSIIAA, Universidad de Valladolid, Palencia, Castile and León, 34004, SpainOpen education recognition systems are transforming how skills and competencies are validated across formal, informal, and non-formal learning environments. This scoping review examines current practices in open recognition systems—including micro-credentials, digital badges, and open educational resources (OER) completion certificates and participation badges—with particular emphasis on their application and potential in climate education. Following systematic search strategies across eight databases, we analyzed 70 publications (2010–2024) comprising journal articles, book chapters, institutional reports, and conference proceedings to map existing evidence, identify key concepts, and uncover gaps in applying these systems to climate education. The analysis reveals that while these systems have significant potential to bridge academic learning with professional demands and environmental action, their impact is limited by persistent challenges: lack of definitional consistency and quality-assurance standards across institutions; significant technological barriers to credential portability and verification; and lack of awareness and trust from employers, undermining these credentials’ currency in the labor market. Despite these challenges, notable findings include the growing importance of micro-credentials for validating climate adaptation skills, the value of open badges in recognizing interdisciplinary competencies essential for environmental action, and the need for integrated qualification frameworks that can accommodate both formal and informal learning pathways in sustainability education. This integration is critical for validating the interdisciplinary and action-oriented skills demanded by the green economy, often acquired through the non-formal and informal learning pathways characteristic of environmental action and advocacy. Our review concludes that a significant implementation and research gap exists between open recognition’s potential and its application in climate education. Most notably, we find a near-complete absence of recognition frameworks for eco-pedagogical activities, perpetuating focus on technical knowledge over transformative, action-oriented learning. We recommend that future work prioritize creating robust, co-designed assessment models for these critical competencies to bridge the gap between education and meaningful climate action.https://open-research-europe.ec.europa.eu/articles/5-138/v3climate literacy competency frameworks educational innovation environmental skills lifelong learning micro-credentialseng |
| spellingShingle | Pablo Martín-Ramos Fatma Fourati-Jamoussi Dileyni Diaz-De-Oleo Frederico Oliveira-Pinto Kimberley Couchy Lucio Alessandro Lo Giudice Luís Veiga-Martins Barbara Tosi Luis Manuel Navas-Gracia Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] Open Research Europe climate literacy competency frameworks educational innovation environmental skills lifelong learning micro-credentials eng |
| title | Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] |
| title_full | Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] |
| title_fullStr | Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] |
| title_full_unstemmed | Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] |
| title_short | Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education [version 3; peer review: 2 approved] |
| title_sort | digital credentials for environmental competencies a scoping review of open recognition systems in climate education version 3 peer review 2 approved |
| topic | climate literacy competency frameworks educational innovation environmental skills lifelong learning micro-credentials eng |
| url | https://open-research-europe.ec.europa.eu/articles/5-138/v3 |
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