Abstract

Micro-credentials are targeted credentials supporting lifelong learning and workforce development. In Malaysia, the Malaysian Qualifications Agency (MQA) integrates micro-credentials into the Malaysian Qualifications Framework (MQF), supporting national legitimacy, credit accumulation, and progression into accredited programmes. However, supplementary literature suggests that their international recognition and cross-border portability remain limited. This study uses thematic comparative policy analysis to compare eight Malaysian and European policy and quality-assurance documents. The documents were deductively coded against four literature-informed dimensions: framework and structure, quality assurance, recognition and portability, and flexibility and lifelong learning. A comparative thematic matrix identified convergence, divergence, and policy gaps. The findings show that both systems emphasise learning outcomes but differ in scope, governance, and function. The MQA guidelines operate within a nationally embedded regulatory and quality-assurance system combining learning outcomes with notional learning hours and credit measures, whereas the EQF functions as a regional meta-framework for transparency and comparability. The updated MQF explicitly recognises partial qualifications, micro-credentials, and flexible learning pathways, strengthening Malaysia’s domestic integration and stackability. Nevertheless, challenges remain concerning international interpretability, interoperable digital verification, and cross-border portability. The study recommends operationalising these national provisions while strengthening outcomes and credit transparency, digital interoperability, stakeholder participation, and regional and international referencing.