Mapping Global Research on Non-Formal Education and Micro-Credentials: A Bibliometric Analysis and Implications for Lifelong Learning Policy

Abstract Purpose: Micro-credentials have provided flexible learning opportunities for diverse groups of learners, with relevant knowledge, skills, and competencies for active participation in a knowledge-driven society. However, the existing body of literature limits its holistic understanding of intellectual structure and research trajectory. This study maps and identifies emerging trends from non-formal education to micro-credentials for sustainable lifelong learning ecosystems, using a bibliometric analysis to inform future research directions. The study was grounded by Human Capital Theory, Experiential Learning Theory, and Institutional Theory to provide the theoretical framework upon which the study was built Design/methodology/approach: The study adopted a retrospective bibliometric research design, drawing on Scopus-indexed peer-reviewed journal articles published between 2011 and 2026. A total of 545 publications were analyzed using descriptive bibliometric indicators and science mapping techniques, including bibliographic coupling, citation analysis, keyword co-occurrence, publication trends, and institutional research networks. VOSviewer and the Bibliometrix R-package (Biblioshiny) were employed for data visualization and thematic analysis and followed PRISMA framework guidelines for a transparent study selection process. Findings: The findings revealed an increase in scholarly output, particularly between 2022 and 2026, reflecting growing academic interest in micro-credentials as alternative pathways for competency recognition and sustainable lifelong learning. The following countries emerged as the leading countries in bibliographic coupling: the United Kingdom, Australia, Spain, Malaysia, and Turkey. This reflects fewer studies from Africa and the Middle East. Limitations and Future Research Directions: The study was limited to English-language publications, potentially excluding publications in other languages and linguistic contexts. Furthermore, bibliometric analysis identifies intellectual relationships but does not establish causal connections between educational practices and lifelong learning outcomes. Future research should adopt qualitative, quantitative, and mixed-method approaches to investigate recognition and acceptance of micro-credentials as career pathways. Cross-cultural comparative studies between developed and developing countries, particularly in Africa should be conducted to examine how non-formal education enhances micro-credentials to generate transferable, innovative lifelong learning policies. Practical and Policy Implications: This study contributes to the body of knowledge by advancing understanding of the transition from non-formal education to micro-credentials by mapping global intellectual structures, research networks, and emerging themes. The study provides insights for policy actors, academia, industries, employers, educational institutions, and training providers to develop flexible, competency-based learning opportunities that support professional development and the employability of adult learners. The study reiterated that existing micro-credentials curriculum should be strengthened.