The micro-credentials transforming classroom practice
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From classroom management to phonics teaching, the University of Adelaide’s micro-credentials are equipping teachers across the country with the tools and confidence to thrive in Australia’s fast-changing education landscape
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In recent years, Australia’s education system has evolved at a pace few could have predicted. From the rise of large language models like ChatGPT to sweeping reforms and new rules around social media, the sector is clearly in flux.
Amid these changes, the biggest focus has been on helping educators equip young people with the knowledge and skills they’ll need to thrive at school and beyond.
In 2022, the Quality Initial Teacher Education Review highlighted an urgent need for short, targeted courses to upskill educators in areas where many felt underprepared – most notably classroom management, explicit teaching and phonics. In response, the Australian Government selected the University of Adelaide to develop evidence-based micro-credentials so teachers at all career stages could upskill in these areas and improve their practice with minimal disruption.
The Micro-credentials for Classroom Confidence initiative is delivered by Professional and Continuing Education and the School of Education at the University of Adelaide. For over 20 years, Professional and Continuing Education has been combining academic, industry and technical expertise to deliver focused and high-quality workforce training, development and credentials. As an exemplar of innovation, the School of Education is recognised as an Apple Distinguished School in Higher Education – the only one in Australia. It has extensive expertise in designing, delivering and monitoring scalable pedagogy and curricula for online learning across various digital platforms.
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“The design of these micro-credentials allows educators to personalise their learning journey, as they can dip in and out of the modules in whatever way works best for them”
Associate Professor Joanna Anderson,
University of Adelaide
This culminated in the Micro-credentials for Classroom Confidence – three flexible, self-paced courses that equip teachers with practical tools and proven strategies to create safe, engaging learning environments, deliver content clearly and build stronger literacy foundations.
Removing barriers for busy educators In 2025, the free, self-paced and fully online micro-credentials are fast becoming an essential pathway for busy educators who are trying to find a way to make their time in the classroom count.
“The design of these micro-credentials allows educators to personalise their learning journey, as they can dip in and out of the modules in whatever way works best for them,” Associate Professor Joanna Anderson, subject matter lead at the University of Adelaide, tells The Educator.
“Each micro-credential consists of four modules, and each module sits as a complete course, so educators can choose to complete only one or two, depending on what’s most topical for them, or to work through each one.”
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Published 06 Oct 2025
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“As a country with eight different educational jurisdictions, it’s vitally important that the micro-credentials are relevant to all educators, regardless of the system or sector in which they work”
Associate professor Joanna Anderson,
University of Adelaide
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In addition to this flexibility, educators receive a digital badge upon completion of a module, providing evidence of their learning. “This can help to build a sense of achievement and self-efficacy, and we have robust evidence from course evaluations and discussion forum posts that this professional growth has helped teachers and leaders build their confidence in making changes to their own practice.”
The free, self-paced and fully online nature of these micro-credentials also removes barriers that may exist with some other forms of professional learning, Anderson notes. “In particular, these courses remove barriers for educators in regional, remote or under-resourced areas who might otherwise miss out on formal professional learning opportunities.”
Built with educators, for educators As well as reflecting real classroom needs, the micro-credential courses were co-designed with education departments, non-government authorities and other professional organisations across Australia.
“As a country with eight different educational jurisdictions, it’s vitally important that the micro-credentials are relevant to all educators, regardless of the system or sector in which they work,” Anderson says. “They are aligned with national and state/territory priorities and have been designed to complement the work that is happening in these jurisdictions.”
She adds, “Practitioner videos and illustrations of practice are reflective of classrooms and schools from across the country. This was important because, when teachers see that their own systems and professional bodies have helped shape the content, it builds trust.
“This isn’t a top-down initiative,” Anderson explains. “While it’s funded by the Australian Government Department of Education, the creation of these micro-credentials has been a shared effort that hopefully gives educators across the country a sense of ownership.”
The University of Adelaide has continued this inclusive approach through synchronous webinars. “We have had a range of experts from non-government organisations and education departments join us to date and are really excited to be hosting our first panels of teachers from across the country at the upcoming webinars in November.”
Elevating professionalism school-wide Anderson believes the broader accessibility of the micro-credential courses is likely to have a positive impact on whole-school culture, collaboration across roles and, ultimately, student outcomes.
“When everyone in a school has access to the same high-quality professional learning, it elevates the professionalism of all roles,” she says. “In essence, it can transform a school into a learning community that values the professional growth of all staff and where all staff work together to strengthen and improve the learning experiences of all students.
“Consistency in practice and expectations is likely to result in a more cohesive and predictable learning environment – something all students really benefit from.”
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From theory to classroom practice Reflecting on the impact of the micro-credentials in real classrooms, Anderson says the difference in how teachers are applying their learning has been marked.
“In classroom management, for example, teachers have shared how they used an A-B-C analysis to better understand the function behind a student’s behaviour,” she says.
She adds that the modules on explicit teaching have sparked important shifts in practice. “Rather than seeing it as a rigid, step-by-step script, they’re using informal, formative assessment throughout the lesson to adjust their approach.
In phonics, teachers are taking a more integrated and evidence-informed approach. “Teachers are collecting data not just during phonics lessons but across other learning areas as students read and write.”
Engaging, interactive learning design Another engaging feature of the program is that it uses videos, interactive graphics, webinars and discussion forums, which all serve different purposes.
“Teachers and other participants have commented on the videos of authentic classroom practice and practitioner perspectives,” Anderson says. “These videos provide an insight into the way the theories and strategies explored in the micro-credentials can be enacted in the classroom or across the whole school.
“These micro-credentials foster peer interaction through the discussion forums and sharing of resources. Teachers and leaders described the online forums as supportive spaces that helped to sustain their engagement and professional growth. They helped educators to feel less alone in the challenges they face every day.”
Pathway to career growth For teachers looking to advance their careers, course completion offers a potential credit pathway towards postgraduate study at the University of Adelaide and beyond, opening doors to further career growth.
“Pursuing a Master of Education empowers teachers and school leaders to grow their leadership capabilities, deepen their pedagogical expertise, stay current with evolving educational research and, ultimately, enhance their impact on student learning,” Anderson says.
The University of Adelaide’s free and fully online Classroom Confidence Assessment Credential is another example of how the project has supported accessibility to high-quality professional learning and career growth.
“Outside our program, access to this type of pathway via a specifically designed assessment can attract substantial cost,” Anderson says. “As teachers are extremely busy already and the access to this pathway does require completion of three modules across at least two micro-credentials, the uptake has not been as high for the assessment credentials as for the individual modules and full micro-credentials themselves.”
However, she says, it has been identified as a motivating factor in completing the courses.
Isabella, a primary school teacher, says the opportunity has given her both motivation and a meaningful next step in her professional journey.
“I was really drawn to studying these micro-credential courses because two of them can count towards a Master’s, and I was really looking for a challenge and something to refresh my knowledge”.
7,000 enrolments across all three micro-credentials since launch of Classroom Management course in July 2024
30% of learners enrolled in more than one
micro-credential
96% intention to recommend
2,932 digital completion badges issued
Strong uptake of
micro-credentials since launch
It’s far more responsive, and students are more engaged because they feel seen and supported in the moment.”
7,000 enrolments across all three micro-credentials since launch of Classroom Management course in July 2024
30% of learners enrolled in more than one micro-credential
96% intention to recommend
2,932 digital completion badges issued
Strong uptake of
micro-credentials since launch
