In the context of accelerating technological changes, the transformation of the labor market and the growing need for constant updating of competencies, the traditional model of higher education, focused on one-time graduation, is giving way to the lifelong learning paradigm — lifelong learning. In this context, microqualifications (microcredentials) are becoming increasingly important — short-term, flexible, verifiable educational modules that confirm the development of specific skills or competencies. The article analyzes how universities are rethinking their role: from "diploma keepers" to dynamic centers of continuous professional development integrating microqualifications into academic programs, corporate training and individual educational trajectories. The models of diploma "unpacking", technologies of stacking microsertifications, issues of quality, recognition and digital verification are considered. It is emphasized that the successful transformation of tr
microqualifications, microcredentials, lifelong learning, continuous education, higher education, stacking of competencies
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