Blockchain technology has gained ground as a method of independently and securely verifying transaction receipts of educational credentials so they can connect directly to individual digital wallets. Challenges in this transformation include the risk of dilution of value in existing credentials and the risk of duplicating structures. Internationally, several studies and pilots are ongoing. The EU is currently actively working to promote the development of digital micro-credentials with both initiatives and standards recommendations. Nationally in Sweden, government initiatives aim to bring the entire national digital infrastructure together to improve support for lifelong professional learning. Industrial stakeholders, academic education and vocational educational organizations are documented having partly overlapping, partly different needs and requirements. The purpose of this master’s thesis research is to describe the potential use of a blockchain-based ICT system for digital micro-credentials in vocational education, and what would be the desired characteristics of providing such a system from the perspective of stakeholder decision-makers on the governmental, commercial, and educational level. For this, interpretive qualitative research has been conducted. The data was collected through documents review of governmental and policy documents from the EU and Sweden, and individual interviews with seven participants among key stakeholder organizations (vocational institutions, commercial organizations, and government agencies representatives). The collected data was analyzed thematically. The analysis of the collected data was thematically structured into five themes and discussed in the context of the research aim and research question, using the proposed theoretical framework, including structuration theory.  Findings showed that challenges on the macro-level perspective dominated the potential uses and desired characteristics, explicitly the need for a solution that can bridge the gap between industry needs and formal education. The need for a technical solution that can create interoperability between different forms of micro-credentials and credentials was highlighted. A solution with the individual in focus would be a major shift that could improve individuals’ potential to plan careers, enable employers to improve recruitment processes, and strengthen the Swedish government actors in skills and educational planning on the national and regional level. The key to these uses would be the ability to build trust between parties and connect such a technological solution to existing structures such as the European Qualification Framework’s Swedish implementation (SeQF). The research contributes theoretically by adding to the rather limited research on blockchain use for micro-credentials in education, and practically by presenting the context and landscape of the Swedish system of vocational education and training in relation to the potential use of digital micro-credentials.

Work-based and employee-driven informal learning, training and development have been increasing in importance in the last few decades. Concurrently, organizations seek to measure the extent to which they develop a culture and structure that supports individual learning and organizational learning. This study develops and validates a scale that can measure the extent to which an organization is perceived to provide online learning that is personalized for its employees and perceived to recognize skills and competencies acquired through non-degree and other pathways. This research can provide organizations with the ability to measure and benchmark attributes of their learning culture that are important to work-based and lifelong learning as well as talent recruitment and management.