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Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students’ digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new “normal” classes for a pre-service teacher’s instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning.

Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in Malaysia