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 also investigates the barriers and potential risks associated with their use. The project 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 the comparison and recognition of VET qualifications. Digitalisation is becoming a key enabler of policy developments aiming 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, and 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 (EDCL) infrastructure was developed to support the issuing and verification of digital credentials. Europass profiles and the e-wallet enable their storing and sharing. Notably, the same data model – the European Learning Model (ELM) – supports both the issuance of digital credentials and the publication of information on qualifications, programmes and accreditation, highlighting the interdependence of these components.
Neither at EU nor at national level does an official definition of ‘digital credentials’ exist in legislation. However, they are widely considered as verifiable digital claims from an issuer to an individual proving his/her learning achievements. These may include descriptions of learning outcomes and may relate to learning acquired in all types of contexts (formal, non-formal or informal). Examples include diplomas, certificates, microcredentials, certificates of participation or employer recommendations. Unlike traditional paper-based certificates, digital credentials are digital by design. They contain structured data that can be automatically processed by machines, and their 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 by:
- providing richer and more granular information, including on learning outcomes;
- increasing comparability of information within and across contexts;
- enabling data reuse and matching people’s competence with labour market or learning opportunities;
- enhancing the visibility of skills acquired in non-formal and informal settings, supporting their validation;
- supporting the accumulation of units of learning outcomes, including microcredentials;
- simplifying verification and traceability.
Achieving this requires coordinated and strategic developments. Portability of learning outcomes must be a core objective, supported by agreement on common structures and formats for presenting information.
Challenges
Digitalisation is already underway, 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. Sematic interoperability is also essential to ensure common understanding across systems. In addition, the way learning outcomes are described and documented remains a challenge that affects the portability of skills and credentials. Uneven levels of digital readiness can create inequalities among learners. Difficulties faced by employers or education and training providers in interpreting credentials, or a lack of 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 synthesised in a Cedefop Insights publication, which examines the maturity, use, benefits and challenges related to digital credentials, while also exploring developments in qualifications databases.
Building on the survey findings, the project will further explore links between digital credentials and qualifications frameworks, as well as other transparency tools and frameworks. It aims to deepen understanding of possible risks that may arise during implementation and of the conditions needed to support effective use and portability of learning outcomes. The project seeks 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. It 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.