Utilising Digital Badges in Higher Education. A Pilot Case Study Analysing their Influence on University Students

The use of digital badges in education has gained popularity in recent years, offering a novel way to recognize and certify students’ competences and learning outcomes. These badges are akin to physical awards, but they can be shared online, making them accessible to potential employers and higher education institutions. A significant feature of digital badges is the detailed description of skills they represent, which enhances their transparency and value. Research has delved into the benefits and challenges of implementing digital badges, examining their impact on student motivation, learning, assessment, and best practices in design and implementation. Digital badges provide immediate feedback, thus promoting engagement and participation. They can also be “open” or “stackable,” motivating students to pursue long-term learning goals. However, the implementation of digital badges presents challenges. To ensure integrity, digital badges must have clear and reliable criteria, and stakeholders should validate their design. Good practices include student involvement in design, collaboration with industry experts, and the use of reliable technologies. This case study, as part of a master’s degree program, found that students questioned the value of badges, emphasizing that they require teacher emphasis to be motivating and do not necessarily reflect skills attained. This study aligns with students’ preference for learning without the need for tangible rewards, highlighting how badges can be complementary but not essential to the learning process. The research indicates the importance of further evaluation and improvement of digital badge implementation to maximize their educational impact.

Parole chiave:; Digital badge; higher education; competences; lifelong learning; open learning

Federica Pelizzari, Simona Ferrari, Utilising Digital Badges in Higher Education. A Pilot Case Study Analysing their Influence on University Students in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2025, pp 65-79, DOI: 10.3280/exioa1-2025oa20582