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01. Professional Learning and Development
Paper Advancing Flexible Higher Education: Cross-Institutional Perspectives on Modular Learning and Micro-Credentials 1: Tampere University of Applied Sciences, Finland; 2: University of Oulu, Finland Presenting Author:Higher education is on demand for flexible, modular, and work-oriented learning solutions. This paradigm shift is primarily driven by the rapid evolution of labour market requirements, and the green and digital transitions. The current European Commission’s Union of Skills initiative responds to these challenges by promoting lifelong learning to strengthen competitiveness and resilience of industries. The need for educational offerings that can adapt to both individual and societal needs is evident. Conventional degree structures are being complemented – and indeed challenged – by more agile, stackable forms of learning. These allow for personalised educational pathways and lifelong upskilling. Micro-credentials, including digital open badges, have emerged as pivotal tools for recognising, developing and validating skills across institutional and disciplinary boundaries. These credentials provide transparent, verifiable evidence of specific competences, facilitating communication of skills to employers by learners and enabling institutions to support flexible curriculum design. Furthermore, micro-credentials have been shown to foster collaboration between higher education, industry and other stakeholders, enabling the co-creation of learning experiences that are directly aligned with real-world demands. There is a growing need to develop successful "partial degrees" that meet industry needs, not just focus on “passion degrees” based on individual interests. Partial degrees, which consist of modular, recognised learning units, provide learners with the opportunity to accumulate meaningful qualifications over time, even in the absence of the completion of a full degree programme. This approach is conducive to meeting the diverse learning needs of students, promoting lifelong learning, and ensuring that higher education remains relevant and accessible in a rapidly changing world. The present study is founded upon the most recent research and European perspectives on micro-credentials and short learning experiences, with a focus on developing a comprehensive framework for flexible higher education. The research was guided by the following questions:
The research integrates insights from international policy developments, empirical studies, and practical implementations in order to identify effective strategies for embedding modularity and recognition of prior learning into higher education systems. The overarching objective is to enhance accessibility, relevance, and adaptability in higher education, thereby ensuring that institutions are able to respond proactively to the challenges and opportunities presented by the current socio-political climate Methodology, Methods, Research Instruments or Sources Used Data were collected from three cross-institutional, international workshops held in 2026. The workshops employed an interactive, collaborative format, inviting participants to identify key barriers and opportunities related to the adoption of research-based, modular, learner-centered educational models. All discussions were systematically documented for research purposes. A qualitative thematic analysis was conducted on the discussions, enabling the identification of recurring themes, challenges, and proposed solutions as articulated by participants. The analysis focused on capturing the diversity of perspectives and the co-creation of actionable strategies for enhancing accessibility and adaptability in higher education. Conclusions, Expected Outcomes or Findings Expected, preliminary findings highlight several critical barriers, including institutional inertia, lack of standardized recognition mechanisms, and challenges in integrating micro-credentials into existing curricula. Cooperation with industries is also not functioning optimally yet. Conversely, we seek to identify opportunities such as increased learner agency, cross-institutional collaboration, and the potential for micro-credentials to address rapidly evolving skills needs. The workshop outcomes contribute to the ongoing international dialogue on flexible learning and inform the development of frameworks that support sustainable educational innovation. References Asikainen, E., Uusimäki, L., Ruhalahti, S., Teräs, H., & Brauer, S. (2025). Collaborative meaning-making: Teacher educators’ experiences in developing sustainability competence badges. Acta Didactica Norden, 19(2), 1–26. https://doi.org/10.5617/adno.11385 Brauer, S. (2023). Case study Finland: Microcredentials for labour market education and training. Thessaloniki: Cedefop. https://www.cedefop.europa.eu/files/finland_microcredentials_mapping.pdf Brauer, S., & Korhonen, A.-M. (2026). Digital Open Badges and Micro-Credentials – An Exploratory Review of Emerging Concepts [Manuscript in preparation]. Brauer, S., Korhonen, A.-M., Asikainen, E., Keinänen, M., & Halttunen, T. (2025). Jatkuva oppiminen, osaamismerkit ja mikrokredentiaalit. [Lifelong Learning, Digital Open Badges and Micro-credentials]. Ammattikasvatuksen Aikakauskirja, 27(4), 4–14. https://doi.org/10.54329/akakk.178409 Davis, H., & Asikainen, E. (2025). From abstract and overarching to concrete and contextualized – competence-based digital open badges in operationalizing vocational teachers’ sustainability competences. Ammattikasvatuksen Aikakauskirja, 27(4), 40–57. https://doi.org/10.54329/akakk.178411 Halttunen, T., Brauer, S., & Jutila, S. (2024). Role of micro-credentials and open badges in sustainable tourism education. In C. Dragin-Jensen, G. Kwiatkowski, & O. Oklevik (Eds.), Nordic coastal tourism (pp. [chapter pages]). Springer. https://doi.org/10.1007/978-3-031-73187-7_14 01. Professional Learning and Development
Paper Micro-Credential-Based Professional Development: Teacher Self-Efficacy and Self-Directed Learning 1: NC State University, United States of America; 2: Appalachian State University, United States of America Presenting Author:Abstract Guided by expectancy-value theory, this study explored how high school teachers’ self-directed learning influenced their engagement with micro-credential-based professional development. In a clustered randomized controlled trial (RCT) with 67 teachers, the treatment group completed micro-credentials instead of traditional professional development over one school year. Surveys measured self-directed learning experiences and efficacy at the beginning and end of the year. While the RCT showed no significant group differences in self-efficacy for teaching or learning, findings revealed a strong link between self-directed learning, expectancy-value beliefs, and self-efficacy, highlighting the importance of intrinsic motivation in professional development. Introduction Teacher professional development (PD) plays a pivotal role in enhancing instructional practices and improving student outcomes (Desimone & Garet, 2015). Despite its importance, traditional PD often lacks personalization, engagement, and sustained impact, leaving educators with mixed perceptions about their value and utility (Darling-Hammond, 2017). To address these challenges, methods such as micro-credential-based PD have emerged, offering competency-based, self-directed learning opportunities tailored to individual needs (Gamrat et al., 2014). However, there is limited research on the effectiveness of micro-credentials in fostering teacher growth and motivation, particularly in comparison to conventional PD models. In addition to exploring the impact of micro-credentials (MCs), this study investigated how teachers' prior experiences and self-directed learning efficacy shaped their engagement with this form of PD. By investigating the impact of MCs on teachers' self-efficacy, task value, and self-directed learning experiences, this study contributes to the growing body of literature on innovative PD approaches. Findings provide insight for educators, administrators, and policymakers about the potential benefits and limitations of integrating MCs into teacher PD programs, ultimately enhancing the quality and effectiveness of teacher learning experiences. Theoretical Framework According to expectancy-value theory (EVT), a person's motivation to learn stems from the perceived (subjective) value they put on the learning objective and their expectations of success in accomplishing the goal (Wigfield & Eccles, 2000). In this instance, EVT is applicable to teachers as they make judgments about their desire to finish PD. Eccles et al. (1983) identified four subcategories of subjective task value: attainment value (What is the value/prestige gained from this task?), intrinsic value (Will I enjoy this task?), utility value (Is this task useful/relevant?), and costs (How much time, effort, emotional investment, or resources will this task require?). Research Questions
Methodology, Methods, Research Instruments or Sources Used Methods This study employed a clustered randomized controlled trial (RCT) design to compare a treatment group of teachers participating in a micro-credential–based PD program with a control group engaged in traditional district PD. The purpose was to examine self-directed learning within micro-credential-based PD and to investigate factors influencing teachers’ engagement with MCs and their perceptions of self-directed learning. Teachers in the treatment group completed three MCs focused on evidence-based instructional practices in STEM education. Each MC required demonstration of mastery through classroom implementation, reflective practice, and submission of instructional artifacts for evaluation. Control group teachers participated in their district’s standard PD offerings and did not engage with MCs. Data were collected at the beginning and end of the academic year to measure changes in teachers’ knowledge, self-efficacy, and instructional practices. Participants Participants were recruited from high-needs school systems in rural Appalachian counties and taught high school students in at least one STEM content area. A total of 67 teachers participated (treatment n = 25; control n = 42). All participants identified as White; 64% of treatment teachers and 62% of control teachers identified as female. Micro-Credential Intervention Treatment teachers engaged in micro-credential-based PD for one academic year in place of traditional district PD. MCs were hosted on a national platform and addressed STEM content and general pedagogical strategies. A panel of STEM educators, researchers, and school leaders curated MC options based on research-aligned competencies and grade-level appropriateness. Two experienced MC coaches supported teachers in selecting MCs, preparing submissions, and revising work as needed. Control group teachers continued with typical district PD. Assessments Participants completed three pre- and post-intervention surveys. The Self-Directed Learning Inventory for Teachers (SDLI-T), adapted from Cheng et al. (2010), measured four domains of self-directed learning. The Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Hoy, 2001) assessed efficacy in student engagement, instructional strategies, and classroom management. The Professional and Personal Learning Scale (PPLS), adapted from the NextGen Scientists Survey (Jones et al., 2020), measured motivational beliefs grounded in expectancy-value theory. All instruments used Likert-scale responses and were pilot tested with science teachers following minor contextual adaptations. Data Analysis A clustered RCT with school-level blocking was conducted. Mixed-model ANCOVA analyses were used, with pre-intervention scores as covariates. Composite scores were calculated for each scale and subscale. Pearson correlations of baseline scores examined relationships among self-directed learning, teacher efficacy, and motivational beliefs. Conclusions, Expected Outcomes or Findings Results Micro-Credential PD: Efficacy and Self-Direction RCT results indicated that participation in micro-credential-based PD didn’t produce significant changes in teacher self-efficacy or self-directed learning. Comparisons of pre- and post-intervention composite scores on the TSES and the SDLI-T revealed no meaningful differences between treatment and control groups, suggesting limited intervention effects on these outcomes. Self-Directed Learning, Self-Efficacy, and Prior Experiences Demographic analyses showed that SDLI-T composite scores were positively correlated with National Board certification (r = .30, p = .02) but not with holding a master’s degree. However, overall TSES scores were negatively correlated with possession of a master’s degree (r = −.24, p = .03) and unrelated to National Board certification. Expectancy-Value Factors Professional subjective task value demonstrated moderate positive correlations with both self-efficacy (r = .51, p < .01) and self-directed learning (r = .48, p < .01). Personal subjective task value was associated only with self-directed learning (r = .30, p = .01). At the domain level, professional subjective task value was consistently correlated across all TSES and SDLI-T subdomains, with particularly strong relationships observed for instructional strategies and self-monitoring. Personal subjective task value showed modest associations, primarily within SDLI-T learning motivation and self-monitoring. Further domain-level analyses indicated that instructional strategies exhibited the strongest, most consistent relationships across self-directed learning domains, while self-monitoring emerged as the only construct correlated with all professional subjective task value dimensions, including attainment value. Implications The absence of measurable gains following micro-credential-based PD suggests a need for enhanced program design, including mentorship, collaborative structures, and sustained support. Strong associations between professional task value and both self-efficacy and self-directed learning underscore the importance of emphasizing professional relevance within PD. Finally, differential relationships associated with National Board certification and advanced degrees suggest that PD may be more effective when tailored to teachers’ prior professional learning experiences. References References Cheng, S. F., Kuo, C. L., Lin, K. C., & Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students. International Journal of Nursing Studies, 47(9), 1152-1158. Darling-Hammond, L. (2017). Effective teacher professional development. Learning Policy Institute. Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States. Psychology, Society, & Education, 7(3), 252-263 Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. B. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830–847. Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136–1148. Jones, M. G., Ennes, M., Weedfall, D., Chesnutt, K., Cayton, E., (2020). The development and validation of a measure of science capital, habitus and future science interests. Research in Science Education, 51, 1549-1565. Jones, M. G., & Leagon, M. (2014). Science teacher attitudes and beliefs: Reforming practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 830–847). Routledge. Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. Twisk, J. W. (2021). Analysis of data from a stepped wedge trial. Analysis of Data from Randomized Controlled Trials: A Practical Guide (pp. 73-105). Springer. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. 01. Professional Learning and Development
Paper Transformative Professional Learning Through Digital Open Badges: Opportunities, Considerations, and Success Factors for Sustainability Competence Development Tampere University of Applied Sciences, Finland Presenting Author:This study examines a badge-driven professional learning process in which vocational education teachers developed sustainability competences through a constellation of competence-based digital open badges. Teachers are increasingly expected to advance sustainability goals through their everyday pedagogical work (García-Gonzáles et al., 2020), yet sustainability competences are often experienced as abstract, multidimensional, and difficult to translate into actionable teaching practices (Vare et al., 2019). Moreover, there is a lack of professional learning opportunities that are both meaningful and feasible in teachers’ everyday work (Parry & Metzger, 2023). Workload pressures and competing responsibilities make lengthy training events difficult to attend and sustain (Krille, 2020; Guzman & Aguilar, 2025). Content delivery focused professional learning formats may lead to compliance-driven participation rather than reflective, practice-based development (Teräs, 2014). Sustainability competence development requires more than information: it demands agency and readiness to act, calling for more transformative approaches that translate knowledge into practice (Vukelić, 2022). Continuous professional learning is a central policy and practice priority across Europe, as rapid technological, societal, and environmental change demands that professionals continuously update and demonstrate relevant competence throughout their careers. In the European Union’s strategic frameworks — including the European Skills Agenda and the 2022 Council Recommendation on a European approach to micro-credentials for lifelong learning and employability — modular, flexible, and transparent learning pathways are emphasized as enablers of lifelong competence development across sectors and borders (The Council of the European Union, 2022). These strategies explicitly call for quality-assured micro-credentials to support inclusion, mobility, and labor market relevance in both formal and non-formal learning contexts. Digital open badges are electronic, standardized micro-credentials that can be awarded based on an application which includes evidence of the applicant’s competence in specific, clearly defined small competence areas (Brauer & Korhonen, 2022). A central lens in the study is the tension between transformative learning and competence-based learning: sustainability learning requires shifts in values, agency, and professional identity, yet institutions need structured, assessable pathways. A key theoretical and practical tension in micro-credentialing and competence-based professional development concerns whether competence frameworks and assessment criteria can capture the depth and complexity of transformative learning (Fan et al., 2024; Voss et al., 2023). Sustainability competence development goes well beyond acquiring discrete skills: it involves changes in values, identity, agency, and the willingness to act in ways that challenge prevailing norms and practices (Dlouhá et al. 2019). In this sense, sustainability competences align with the “knowing, doing, and being” dimensions of professional growth, where learning is not only demonstrated through observable actions but also reflected in how practitioners interpret their role and responsibility within wider systems. At the same time, competence-based learning and micro-credentialing have been critiqued for potentially narrowing professional learning into procedural performance and measurable outputs, rather than supporting critical reflection and long-term transformation. This study examines how digital open badges and associated microlearning processes can support vocational education teachers’ professional learning, with specific attention to sustainability competences and the European policy context. Research Questions:
Methodology, Methods, Research Instruments or Sources Used This study is a qualitative investigation of a badge-driven professional learning pilot designed to support vocational teachers’ sustainability competence development through competence-based digital open badges (DOBs). The study context was the Erasmus+ Teacher Academies project Academy for Sustainable Future Educators (EduSTA), in which a transnational partnership developed a “Sustainable Future Educator” badge constellation to operationalize key areas of teachers’ sustainability competences. In Finland, the constellation was piloted as a facilitated blended professional learning process for VET teachers and other educator groups. The empirical data consists of two semi-structured focus group interviews, complemented by observational notes from the pilot final seminar where participants presented their learning and discussed the program’s impact. Focus group methodology was selected to enable interaction, shared reflection, and collective sense-making, which is particularly relevant when exploring experiences of professional learning processes (Litosseliti 2003; Krueger 1994). The participant focus group included four pilot participants, and the facilitator focus group included five pilot facilitators. Both focus group sessions lasted approximately 90 minutes and were conducted in person, with one facilitator joining remotely. Both discussions were audio-recorded and transcribed. Data analysis followed an inductive thematic analysis approach. Transcripts were read iteratively to support familiarization, after which meaningful segments were coded in relation to the research questions. Codes were then grouped into themes and refined through repeated comparison within and across the datasets. The analytical process focused on identifying patterns in how participants experienced the role of badges and micro-badges in their professional learning, how sustainability competences were interpreted and contextualized within vocational teaching practice, and which challenges and enabling conditions shaped engagement. In addition to participant accounts, facilitator perspectives contributed insights into scaffolding needs, assessment practices, and the support structures required for competence articulation and demonstration. Observational notes from the final seminar supported triangulation by capturing how participants publicly framed their learning outcomes and intended future actions. Together, the dataset provides a rich account of badge-driven professional learning as experienced by both learners and facilitators in a real-world vocational education context. Conclusions, Expected Outcomes or Findings The findings indicate that competence-based digital open badges can support transformative professional learning when they are embedded in a structured, facilitated learning process rather than used merely as a technical credentialing system. Participants experienced the badge constellation as a scaffold for practice-based inquiry because the competence goals, assessment criteria, and evidence requirements directed them to interpret sustainability through their own vocational teaching practice and translate broad sustainability themes into concrete pedagogical decisions. In this sense, badge applications functioned as structured opportunities for reflection-on-action, enabling teachers to recognize, articulate, and make visible competence that had previously remained tacit. This structured reflection supported professional learning by making competence development visible, discussable, and applicable in authentic work contexts. From a transformative perspective, the most significant outcomes related to shifts in agency and professional positioning. Participants reported increased readiness to operationalise sustainability in their everyday work, advocate for sustainability competences in curriculum and programme development, and act as change agents within their organisation. Badge-driven competence demonstrations encouraged participants to move from general sustainability intentions toward concrete pedagogical decisions and workplace-relevant actions, thereby supporting the “knowing–doing–being” dimensions of sustainability competence development. However, the badge-driven process also comes with its challenges. Transformative learning requires time, dialogue, and iterative reflection, yet participants reported that articulating and evidencing competence was cognitively demanding and difficult to accomplish in isolation. The findings highlight key success factors for transformative badge-driven professional learning: (1) coherent badge design aligned with authentic practice and clear assessment criteria; (2) facilitation, feedback, and scaffolding that support competence articulation; (3) collaborative dialogue; and (4) organizational recognition and management support that legitimizes participation and enables sustained engagement. Overall, this study positions competence-based digital open badges as potentially transformative professional learning structures when embedded within supportive social and organizational conditions, rather than implemented as stand-alone micro-credentials. References Brauer, S., & Korhonen, A.-M. (2022). 360-degree view of digital open badge-driven learning. In D. Piedra (Ed.), Innovations in the design and application of alternative digital credentials (pp. 95–130). IGI Global. https://doi.org/10.4018/978-1-7998-7697-7.ch005 The Council of European Union (2022). Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability. Retrieved (28.1.2026) from https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32022H0627(02) Dlouhá, J., Heras, R., Mulà, I., Perez Salgado, F., & Henderson, L. (2019). Competences to address SDGs in higher education—A reflection on the equilibrium between systemic and personal approaches to achieve transformative action. Sustainability, 11(13), 3664. https://doi.org/10.3390/su11133664 Fan, X., Wei, X., Lewis, A., & Watts, J. (2024). Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors. Teaching and Teacher Education 148, 104700. https://doi.org/10.1016/j.tate.2024.104700 García-González, E., Jiménez-Fontana, R., & Azcárate, P. (2020). Education for sustainability and the sustainable development goals: Pre-service teachers’ perceptions and knowledge. Sustainability, 12(18), 7741. https://doi.org/10.3390/su12187741 Guzman, M.U., & Aguilar, P.A. (2025). Barriers to the professional development of teachers and their teaching performance. Psychology and Education, 40(5), 599–612. https://doi.org/10.70838/pemj.400501 Krille, C. (2020). Barriers to participation in professional development. In C. Krille (Ed.) Teachers’ Participation in Professional Development: A Systematic Review (pp. 27–39). Springer. Krueger, R.A. (1994). Focus Groups: A Practical Guide for Applied Research. SAGE. Litosseliti, L. (2003). Using Focus Groups in Research. Bloomsbury. Parry, S., & Metzger, E. (2023). Barriers to learning for sustainability: A teacher perspective. Sustainable Earth Reviews, 6(2), https://doi.org/10.1186/s42055-022-00050-3 Teräs, H. (2014). Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), 258–275. https://doi.org/10.1080/19415257.2014.961094 Voss, R., Lynch, J., & Herbert, S. (2021). Teacher concerns about competency-based mathematics education in a rural Australian VET institution. Journal of Vocational Education & Training, 75(5), 867–889. https://doi-org.libproxy.tuni.fi/10.1080/13636820.2021.1975799 01. Professional Learning and Development
Paper Addressing Systemic Barriers to Comprehensive Sexuality Education in Europe: A Multi-Country Analysis and the Potential of Micro-credentials for Teachers’ Professional Development 1: ASFALI XENOIASTA PEDIA TORA - AXEPT, Greece; 2: Ministry of Education, Religious Affairs, Culture and Sport: Athens, Attica, GR - Pedagogical Team Staff, Innovation Centre of Central Greece Presenting Author:Comprehensive Sexuality Education (CSE) remains a vital yet highly debated area within European school systems. Its implementation is crucial for promoting public health, protecting children's rights, and creating safe, inclusive educational environments. This paper shares initial findings from the Erasmus+ project, "Spark: Igniting the confidence and capacity levels of school leaders, teachers, and parents in providing quality Comprehensive Sexuality Education (CSE) to children." The Spark project aims to address the ongoing and well-documented gap between progressive policy aspirations for CSE and its inconsistent, often fragmented, real-world application, thereby seeking to enhance the capacity of school communities to deliver systematically, evidence-based sexuality education. The dual aim of this paper is to present key findings from a comparative, desk-based review of the status of CSE in several European partner countries and to propose a forward-looking intervention to tackle the systemic challenges identified. First, it synthesises a cross-national analysis of policy, curriculum, and implementation landscapes, highlighting both shared obstacles and differing national paths. Second, building on this analysis, the paper advocates micro-credentials as an innovative, targeted professional development framework to address persistent gaps in teacher training and confidence that hinder effective CSE delivery across Europe. The findings are drawn from the initial phase of the Spark project, which employed a structured narrative literature review. This approach allowed for a comprehensive synthesis of academic, policy, and grey literature from the project's partner countries: Ireland, Italy, Greece, and Cyprus. The review systematically charted the historical development, legal and curricular frameworks, teacher training provisions, and documented barriers within each national context. The cross-national review uncovers a highly varied landscape for CSE implementation. Although members of the EU, a notable divide exists between countries with established, mandatory policy frameworks, such as Ireland and Cyprus, and those where CSE remains non-institutionalised, fragmented, and politically contested, like Italy and Greece. Despite these structural differences, a consistent set of critical, recurring barriers to effective implementation emerged. These include: (1) a persistent lack of systematic, mandatory, and ongoing teacher training and professional development; (2) the absence of coherent, specific national curricula in contexts like Italy and Greece, coupled with limited pedagogical supports even where frameworks exist; (3) considerable cultural and political resistance, ranging from parental backlash and societal conservatism to organised opposition from political parties and the institutionalisation of 'anti-gender' movements; and (4) a resultant lack of teacher confidence, combined with widespread fear of backlash from parents and the community. The implications of these findings highlight a systemic deficiency in educator capacity and confidence that cannot be addressed by policy reform alone. Innovative, scalable, and adaptable approaches to professional development are urgently needed. In this work, we explore micro-credentials as a targeted solution to upskill teachers and school leaders in delivering high-quality, evidence-based CSE. Such a framework could provide a flexible and recognised pathway for educators to develop competence and confidence in this challenging area.
Methodology, Methods, Research Instruments or Sources Used The project’s overall research employs a mixed-methods design mandated by the Erasmus+ KA2 "SPARK" project structure, integrating a comparative desk-based literature review with qualitative field research. The desk-based literature review, which is the focus of this presentation, provided the foundational evidence for the project’s subsequent empirical phase, which involved focus-group discussions with key stakeholders - teachers, school leaders, and parents - to explore possible solutions. This methodological structure allows the project to move from a theoretical understanding of the "knowing" gap (through the literature review) to an empirical understanding of the barriers, to "acting" (through focus-group data collection), directly informing the design of the proposed micro-credential solution. Narrative Literature Review: The first phase involved a comprehensive narrative review of the status of CSE in Ireland, Italy, Greece, and Cyprus. A narrative approach was selected as the most suitable methodology to integrate diverse sources, including theoretical papers, empirical research, legislative documents, and grey literature, which is essential for capturing the fragmented nature of CSE policy. Search Strategy: Systematic searches were conducted in academic databases, including Scopus, Web of Science, ERIC, ProQuest, and other Education Sources, such as curricula and or legislative documents. Keywords included "Comprehensive Sexuality Education," "Relationships and Sexuality Education," "teacher training," and "parental involvement," adapted for English, Italian, and Greek languages. Inclusion Criteria: The review prioritized national policies, curricula, strategies, and academic publications from the last two decades. Particular attention was paid to "grey literature" from NGOs, Ministries, and Inspectorates, as CSE implementation is often documented outside of peer-reviewed journals. Analysis: Data were extracted to map historical milestones, the role of government, curriculum structures, and barriers to implementation. The review specifically sought to identify the "confidence and capacity levels" of stakeholders, aligning with the SPARK project's objectives. Conclusions, Expected Outcomes or Findings The comparative analysis of Ireland, Italy, Greece, and Cyprus reveals a convergent crisis in European CSE: the failure to translate legal and curricular mandates into classroom reality. Whether in countries with established mandatory frameworks like Ireland and Cyprus, or those with fragmented provision like Italy and Greece, the common denominator is a workforce that feels unsupported and "inhibited". The "knowing-acting" gap is not a failure of curriculum design, but a failure of professional enablement. The findings highlight that traditional models of teacher education are insufficient. In Greece, training is non-existent; in Italy, it is costly and optional; in Ireland and Cyprus, it is inconsistent. Teachers are left to navigate complex societal debates—such as those surrounding "anti-gender" movements and digital safety—without adequate pedagogical tools. In this work, we argue that Micro-credentials represent a vital innovation for the future of CSE. By breaking down complex competencies into manageable, evidence-based learning units, micro-credentials can democratize access to high-quality training. They offer a mechanism to bypass the structural rigidities of national teacher education systems, providing educators and parents with the specific, "just-in-time" skills needed to address emerging challenges like online safety and gender-based violence. To move from "knowing" the importance of CSE to "acting" on it, educational systems must pivot toward these flexible certification models. This approach not only empowers teachers with the requisite "action-competence" but also provides a structured pathway for parental engagement, fostering a unified community approach to sexuality education that is inclusive, rights-based, and pedagogically sound. References Bellè, E., & Poggio, B. (2025). La guerra italiana sulla ‘ideologia del gender’. Scuola democratica, 17(1), 187-206. Brouskeli & Gerouki (2025). Psychological Health and Sexuality – Sexuality Education in the School. Gutenberg, Athens Chinelli, A., et al. (2022). Sexuality education in Italy 2016-2020: A national survey investigating coverage, content and evaluation. Sex Education, 23(6), 756-768. Department of Education. (1995). Circular M4/95: Relationships and sexuality education. Government of Ireland. Government of Ireland. (1998). Education Act, 1998. Irish Statute Book. Institute of Educational Policy (IEP). (2021). Skills Labs – Digital repository. Retrieved from https://www.iep.edu.gr Keating, S., et al. (2018). Report on the Review of Relationships and Sexuality Education (RSE) in Primary and Post-Primary Schools. Kokkevi, A., Stavrou, M., Kanavou, E., & Fotiou, A. (2019). Sexual behaviour and health of adolescents. Athens: University Research Institute of Mental Health (EPIPSY). Kypriaki Dimokratia. (2022). The Holistic Sexual Education Law of 2022 (Law 205(I)/2022). Official Gazette of the Republic of Cyprus. Lo Moro, G., et al. (2023). Sex education in Italy: An overview of 15 years of projects in primary and secondary schools. Archives of Sexual Behavior, 52(4), 1653-1663. Loucaidou, V. (2023). Factors influencing teachers’ readiness to teach Comprehensive Sex Education in Cyprus (Doctoral dissertation). European University of Cyprus. Ministero dell’Istruzione, dell’Università e della Ricerca. (2015). Circular No. 1972: Clarifications and legal references in support of Article 1, Paragraph 16 of Law 107/2015. Ministry of Education, Sport and Youth. (2025). Health Education: Curriculum and teaching material. NCCA. National Council for Curriculum and Assessment (NCCA). (2019). Review of relationships and sexuality education (RSE) in primary and post-primary schools. NCCA. Nohilly, M., & Farrelly, G. (2017). Sexuality in the context of Relationships and Sexuality Education. Irish Journal of Applied Social Studies, 17(1), 44-52. Papadopoulos, M. (2024). Sexual education for people with disabilities in Cyprus (Doctoral dissertation). European University Cyprus. Petroulaki, K., et al. (2013). Epidemiological characteristics of minors’ exposure to violent experiences in Greece: The BECAN study. Psychiatry, 24(4), 262–271. | ||