eucen’s project MESHE was formally presented to key stakeholders during a project consultation online on 20 May. We gathered around 30 participants. During the session the project coordinator, Carme Royo from eucen, presented the objectives of the project as well as the analysis from the questionnaire to learners and the feedback collected during the Focus Group sessions. Louis Brau, from ESU, presented a summary of the feedback collected in the survey to stakeholders. A set of parallel rooms discussed the barriers, challenges and needs of learners. The session run smoothly and participants seem satisfied with the data presented.

It is important to highlight that the data collected from learners is helping us understand how they perceive and experience micro-credentials across different educational and professional contexts. The questionnaire completed by 27 learners and focus discussion groups involving around 70 participants from Ireland, Spain, France, Turkey and Latin America, provide valuable insights into motivations, barriers and expectations linked to lifelong learning opportunities.

The focus discussion groups feedback highlighted a broader set of structural, psychological and cultural barriers affecting engagement with micro-credentials. Participants frequently referred to limited awareness and understanding of the concept, uncertainty about recognition by employers and concerns regarding terminology such as “micro”, which some associated with lower value or prestige. At the same time, learners strongly valued flexibility, practical and work-relevant learning, stackability towards larger qualifications and clear pathways for progression.

Across all discussions, one message emerged clearly: learners are interested in flexible upskilling opportunities that fit around work and personal responsibilities, but they also expect learning opportunities to be transparent, recognised and closely connected to real professional and social needs. These findings reinforce the importance of designing inclusive and learner-centred approaches to microcredentials within the future development of University Lifelong Learning in Europe.

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