The Paradigm Shift in Higher Education Quality: From Formal Degrees to Micro-Credentials

Digital transformation, the development of a knowledge-based economy, and changing global competency needs have driven a paradigm shift in higher education quality from a formal degree-based approach to a competency-based approach. This study aims to analyze this paradigm shift in higher education quality, identify the role of micro-credentials in the transformation of the higher education quality system, and formulate a conceptual model for future higher education quality. The study used the Systematic Literature Review (SLR) method with the PRISMA approach through the stages of identification, screening, eligibility, and inclusion. Data sources were obtained from the Scopus, Web of Science, Dimensions, and Google Scholar databases with publications spanning 2020–2026. Data analysis was conducted using thematic analysis through a process of data reduction, theme categorization, conceptual synthesis, and interpretation. The results show that higher education quality is undergoing a transformation from degree-oriented quality to competency-oriented quality, emphasizing employability, adaptive skills, digital competency, and lifelong learning. This study also found that micro-credentials are developing as a new instrument in competency validation through modular learning, digital certification, and strengthening industry relevance. The development of micro-credentials is driving the transformation of quality assurance systems towards adaptive quality assurance, flexible accreditation, and outcome-based quality assurance. This study proposes the FLEX-Q Model (Flexible Learning, Lifelong Learning, Employability, eXtended Digital Competency, and Quality Assurance) as a future quality model for higher education. This model emphasizes the integration of flexible learning, lifelong learning, strengthening employability, expanded digital competencies, and an adaptive quality assurance system in facing the transformation of higher education in the digital era. This study contributes to expanding the discourse on higher education quality management while providing strategic implications for higher education institutions in developing more flexible, relevant, and competency-based quality systems.