Digital credentials offer new ways of documenting, certifying and verifying qualifications and skills. They can support transparency, understanding and portability of learning outcomes across contexts and countries. This project explores whether and how digital technologies, including the use of artificial intelligence, are and could be applied to make qualifications and skills visible. It investigates the barriers and potential risks associated to their use. The project also proposes policy and practical directions to promote a coherent, human-centred digital qualifications ecosystem.
The project builds on pervious Cedefop work on the transparency and transferability of learning outcomes. It is linked to ongoing work on the European Qualifications Framework (EQF), National Qualifications Frameworks (NQFs), microcredentials, validation of non-formal and informal learning and comparing and recognising VET qualifications. Digitalisation is becoming a key enabler to support policy developments which aim at enhancing transparency and portability of learning outcomes. Most EU Member States have developed NQF qualifications databases, which increasingly serve as official sources of information. These progressively include or link to information on programmes, accredited providers or labour market needs and opportunities.
At EU level, efforts are underway to strengthen interoperability between national and European information systems through the publication of qualifications and learning opportunities on the Europass platform. As part of the implementation of the Europass Decision, the European Digital Credentials for Learning Infrastructure was developed to support the issuing and verification of digital credentials. Europass profiles and e-wallet enable their storing and sharing. Notably, the same European Data Model supports both the issuance of digital credentials and the publication of information on qualifications, programmes and accreditation. This indicates the interdependence of these components.
Neither at EU nor at national level an official definition for ‘digital credentials’ enshrined in legislation exists. However, they are widely considered as verifiable digital claims from an issuer to an individual proving his/her learning achievements. This can include descriptions of learning outcomes. They may relate to learning acquired in all types of contexts (formal, non-formal or informal). Examples include diplomas, certificates, micro-credentials, certificates of participation or employer recommendation. Unlike traditional paper-based certificates, digital credentials are digital by design. They contain structured data that can be automatically processed by machines. Authenticity can be verified through cryptographic solutions.
Reasons for introducing digital credentials
Digital credentials contribute to more modern and personalised education and training systems. They support lifelong learning and labour market integration through improved transparency and recognition of learning outcomes:
- Provide richer and more granular information, including on learning outcomes;
- Increase comparability of information within and across contexts;
- Enable data reuse and matching people competence and labour market or learning opportunities;
- Enhance visibility of skills acquired in non-formal and informal settings, supporting their validation;
- Support the accumulation of units of learning outcomes, including microcredentials;
- Simplify verification and traceability.
However, achieving this requires coordinated and strategic developments. This places portability of learning outcomes as core objective, with the need for agreement on common structures and formats for presenting information.
Challenges
Digitalisation is already happening, and its potential depends on whether it is strategically used to support policy objectives. The effective development and use of digital credentials require interoperability between different systems and sources of information. This depends not only on technical solutions, but also on policy coordination, shared strategies and cooperation among multiple actors. Also sematic interoperability in essential, to ensure common understanding across systems. In addition, the way learning outcomes are described and documented remains a challenge that influences the portability of skills and credentials. Uneven level of digital readiness can create inequalities among learning. Difficulties of employers or education and training providers to interpret them or lack or trust can reduce their use.
Current work and objectives
In the first quarter of 2026 Cedefop conducted a ReferNet survey on digital tools supporting the portability of learning outcomes. Selected findings were analysed and synthetised in a Cedefop Insights which analyses the maturity, use, benefits and challenges related to digital credentials, while also exploring developments related to qualifications databases.
Building on the survey findings, the project will further explore links of digital credentials with qualifications frameworks as well as other transparency tools and frameworks. It aims to deepen the understanding of possible risks that may arise during implementation and conditions to support effective use and portability of learning outcomes. The project wants to stimulate discussion on how to engage in a digital transformation in the field of skills and qualifications while avoiding fragmentation and ensuring continuity with existing policy developments and instruments. The project will also propose policy and practical recommendations to support a coherent and human-centred digital qualifications ecosystem.
Events
The first workshop will take place in December 2026 to discuss the survey findings and deepen reflection on research directions and analytical priorities.